VIRTUAL New Schools of Thought

Abstract

Often, in architecture studios, there is no one right answer to the problem at hand, and it is all too common to fixate upon finding a single solution to a design challenge. However, success in projects often hinges on the ability to pivot around the core issue, exploring different angles through varied questioning and formation of ideas. That is the basis of this abstract, which asks a student to clearly identify two things that measure their critical thinking and development as opposed to a letter grade: how to finish a thought, and how to convey an idea. Various conceptual, literal, and analytical assignments were provided to students to both gauge and develop their skills in answering the two questions noted above. They were then asked to complete self and group assessments to recognize the strengths and successes of their work. Instead of ‘good’ and ‘bad’, each student was tasked with answering ‘why’ and ‘how’. This methodology also addresses the growing reliance on generative design tools like AI for image and text generation. By prompting students to evaluate their work through multiple lenses, they confront situations where explaining their methodology outweighs showcasing a final product. This shift proves invaluable in teaching students the importance of critical thinking over mere problem-solving. Coupled with the diverse forms of self and group assessment, this dual-question approach enriches the student learning experience. It encourages students to prioritize creative problem-solving rather than solely aiming for aesthetically pleasing outcomes, which naturally emerge through the iterative process.