IN-PERSON Prague Research & Teaching Conference
Abstract
The concept of disorientation, framed within transformative learning theory (Mezirow, 1991), offers a valuable lens for investigating pedagogic innovation in architecture and urban planning education. In design-related disciplines, deliberately inducing disorienting dilemmas—experiences that challenge students’ preconceived understandings—can significantly enhance critical thinking and creativity. This paper explores how structured educational activities, explicitly designed around experiences of cognitive destabilization, foster transformative learning by encouraging students to critically re-evaluate and reconstruct their disciplinary perspectives. Building upon theoretical foundations from Freire’s (1970) conscientização, Schön’s (1983) reflective practice, and recent pedagogical frameworks in spatial design education (Salama, 2015), we analyse a series of case studies drawn from architecture and urban planning courses. Cases were selected based on pedagogical innovation, potential impact, and the diversity of contexts and educational settings, providing comparative insights. These case studies involve immersive, experience-based learning activities aimed at deliberately unsettling familiar spatial imaginaries, thereby promoting critical reflection and active knowledge construction among students. Through student work and classroom observations we illustrate how disorienting activities can provoke meaningful epistemological shifts. This approach underscores the importance of destabilizing traditional educational frameworks to prepare students effectively for contemporary urban challenges, contributing to broader discussions on the role of transformative learning methodologies within design education.
Davide Pisu is a Senior Lecturer in Theory and Practice of Interior Architecture and Design at the University of Hertfordshire and a practicing architect based between Cagliari and London. He holds a PhD in Architectural and Urban Composition from the University of Cagliari, where he explored the relationship between architecture and the normative sphere. His research focuses on the intersections of design, regulation, and spatial practices, and has been published in journals such as Architectural Theory Review and The Journal of Architecture. He is co-director of the research group Arch+.
Dr Luigi Pintacuda (ARB RIBA PhD SFHEA) is Head of Architecture and Design at the University of Hertfordshire. A chartered architect and academic leader, he focuses on sustainable urban futures through design-led innovation, GIS integration, and community engagement. He has led national and international research projects, publishing widely in journals, books, and edited volumes. He actively contributes to academic networks and professional bodies;
Giuseppina Giuffrida is Programme Leader for Postgraduate Design at the University of Hertfordshire, where she also teaches on the BA (Hons) Architecture and Interior Architecture & Design programmes. A qualified architect and interior designer, she brings 18 years of professional experience. Her work focuses on inclusive user experience across age groups and cognitive abilities;
Susan Parham is Head of Urbanism and Planning at the University of Hertfordshire. She leads the UH Urbanism Unit and was Academic Director of the International Garden Cities Institute (2015–2022). Her research explores food and spatial design, retrofitting sprawl, compact cities, and Garden City urbanism. She contributes to the Centre for Future Societies and Centre for Climate Change Research and co-edits the Journal of Urbanism;
Dr Seyithan Özer is Lecturer in Architecture at the University of Hertfordshire. His research examines how design knowledge is constructed in housing and architecture through policies, manuals, and guidelines. He holds a PhD from the Royal College of Art, an MPhil from the Architectural Association, and a B.Arch. from Middle East Technical University.
9:00 am - 10:30 am
Thursday 12th June, 2025