the transformation of architectural pedagogy towards a new model for architectural education at

317 Pages·2017·8.82 MB·English

THE TRANSFORMATION OF ARCHITECTURAL PEDAGOGY TOWARDS A NEW MODEL FOR
ARCHITECTURAL EDUCATION AT UNIVERSITIES OF TECHNOLOGY IN SOUTH AFRICA

Yashaen Luckan

Thesis submitted to the School of Built Environment and Development Studies, University of
KwaZulu-Natal, in fulfilment of the requirements for the degree of Doctor of Philosophy in
Architecture

Durban, South Africa
2016
ABSTRACT

Architectural education and practice in democratic South Africa have been challenged to
respond to broad national imperatives which have completely transformed the educational and
professional legislative frameworks that govern the architectural profession. Two key
objectives emerged out of the transformation agenda: Spatial transformation and socio-
economic redress. This posed challenges to architectural education, while at the same time
presented many new opportunities for universities of technology to develop their unique and
distinctive identities. However, the main criticism of architectural education at universities of
technology is that its historic strengths of technology transfer and widened access, have been
surrendered in favour of adopting curricula and pedagogic approaches of the traditional
universities. Industry and the traditional universities are of the opinion that universities of
technology should continue with a technology focused curriculum. The universities of
technology have generally reacted to this criticism by spending time and energy on
conceptualising curricula with a science and technology focus. The main argument of the
thesis, however, is that architectural education at universities of technology has to build on its
historic strengths while enhancing knowledge transfer to the benefit of society; this cannot be
confined in any narrow definition of a science and technology curriculum. The definition of
technology is asserted as a cultural construct and therefore cannot exist as distinctly separate
to the artistic creativity required of architecture. Artistic creation, however, cannot be isolated
in the ‘silo’ of studio production, but must emanate from socially engaged processes. The thesis
explores the historic influences on architectural education to understand the reasons for the
current state of architectural education at universities of technology in South Africa. Various
theoretical positions and ideologies on education, architectural pedagogy and learning space
development are critically analysed in the form of an extensive literature review. This is
supported by empirical research and case studies in order to determine the unique and
distinctive characteristics of architectural education at universities of technology, and their
value to context and society. The synthesis of the critical research culminates in a new
conceptual model for architectural education in South Africa, which is based on the principles
of neo-humanism, defined by contextual responsiveness through the constant engagement of
unit-subjective realities with the collective- society realities in a transformative, participatory
pedagogic paradigm.

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DECLARATION
I declare that this thesis is my own, unaided work and carried out exclusively by me under the
supervision of Professor Lesley Lokko. It is being submitted for the degree of Doctor of
Philosophy in Architecture in the University of KwaZulu-Natal. It has not been submitted
before for any degree or examination in any other University.

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ACKNOWLEDGEMENTS

Professor Ambrose Adebayo, former Head of School of Architecture, Planning and Housing
at University of KwaZulu-Natal, for your advice and mentorship.
Professor Lesley Lokko, for your supervision, critical constructive and timeous feedback in
making this submission possible.
Special gratitude goes to the following people:
Professor Betty Mubangizi, Professor Oliver Mtapuri and Lawrence Babatunde Ogunsanya
for your support and assistance in making this submission possible.
Janet Whelan, for your meticulous language editing of my dissertation;
Professor Debbie Whelan, for your proof reading and critical comments;
Doctor Phillipe Yavo, for your support, inspiration, and advice;
Thabiso Joyisa and Paul Timbane for your assistance with editing drawings and images;
All key interviewees, respondents and informants in this dissertation;
The staff and especially to my students at DUT for all your encouragement and support;
The staff at UKZN for all your encouragement and support;
To the University of KwaZulu Natal for the scholarship without which this dissertation may
not have been possible.
To all family and friends who have provided much needed encouragement and support, a
great thank you!

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TABLE OF CONTENTS Page

Abstract i
Declaration ii
Acknowledgements Iii
Table of Contents iv-xiii
List of Figures xiv-
xvi
List of Tables xvii-
xviii
List of Annexures xix

CHAPTER 1: INTRODUCTION
1.1. Background and Outline of Research 1
1.2. Hypothesis 15
1.3. The Research Problem and Objectives 15
1.4. Delimitations 19
1.5. Outline of chapters 20

CHAPTER 2: RESEARCH METHODOLOGY
2.1. Research Design 24
2.2. Research Methodology 25
2.2.1. Secondary Methods:
2.2.2. Primary Methods
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2.2.3. Determination of sample size
2.2.4. Other primary sources of information:
2.2.5. Data collection and recording
2.2.6. Data Analysis

CHAPTER 3: THEORETICAL AND CONCEPTUAL FRAMEWORK
3.1. A critique of the historic paradigms of knowledge interpretation 40
and knowledge transfer
3.2. Neo-humanism in context 46
3.3. Architecture as disconnected practice 51
3.4. The evolution of educational and learning Theories 56
3.4.1. From canonisation towards knowledge generation 56
3.4.2. Context and Problem-based Learning 59
3.4.3. Reflective practice and active experiential learning 64
3.4.4. The design studio as holistic pedagogy 67
3.4.5. Neo-humanism as a strategy for transformative pedagogy 68
within a holistic learning paradigm
3.5. Learning Space Development for engaged practice 70

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CHAPTER 4:
HISTORY AND EVOLUTION OF ARCHITECTURAL EDUCATION IN THE
DEVELOPED WORLD AND ITS INFLUENCE ON THE DEVELOPING
WORLD

4.1. The Beaux-Arts System (France) 79

4.2. The British System 83

4.2.1. The evolution of Polytechnics in the UK 86

4.3. The Vienna School in Central Europe 93

4.3.1. The influence of Otto Wagner on Modern Architecture 94
4.4. The Bauhaus of Germany 96

4.5. The influence of the European Tradition on the United States of America 99

4.6. The influence of the European Traditions on African architectural education 101

4.7. The influence of European traditions on African architectural schools: 109
adopted pedagogic approaches.

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CHAPTER 5:
HISTORY AND EVOLUTION OF ARCHITECTURAL EDUCATION IN
SOUTH AFRICA

5.1. The origins of formal architectural education in South Africa 117

5.2. The transformation of architectural education in South Africa 122

5.2.1. The transformation of the higher education in 122
post-apartheid South Africa:

5.2.1.1. The Higher Education Act 101 of 1997
5.1.1.2. The Council on Higher Education (CHE)

5.2.2. Pre-university education and its impact on universities of technology 130
in South Africa

5.3. The transformation of the architectural profession in South Africa 136

5.3.1. The regulation of the architectural profession in South Africa 136
5.3.1.1. Architectural education and its products: the
practise of architecture in the built environment.

5.3.2. The validation of architectural programmes in South Africa 143

5.3.3. The impact of national imperatives on the architectural profession 146
in South Africa

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CHAPTER 6:
HISTORICAL EVOLUTION OF ARCHITECTURAL EDUCATION AT
UNIVERSITIES OF TECHNOLOGY IN SOUTH AFRICA

6.1. The transformation of technical institutions of higher education 152
in South Africa
6.1.1. The emergence of universities of technology in South Africa

6.2. The evolution of architectural education at universities of technology 158
in South Africa
6.2.1. Regulatory frameworks governing technikons

6.2.2. The emergence of new institutions through the process of merger

6.2.3. Present curricula at Universities of Technology and 167
comprehensive Universities
6.2.3.1. University of Johannesburg (UJ) 167
6.2.3.2. Cape Peninsula University of Technology (CPUT) 168
6.2.3.3. Nelson Mandela Metropolitan University (NMMU) 169
6.2.3.4. Durban University of Technology (DUT) 171
6.2.3.5. Tshwane University of Technology (TUT) 172

6.2.4. The strategic direction of Universities of Technology and 174
comprehensive Universities within a framework of programme
transformation and curriculum renewal

6.2.4.1. University of Johannesburg (UJ) (extracted from interview 1 7 4
with Dr Finzi Saidi (ANNEXURE G).
6.2.4.2. Cape Peninsula University of Technology (CPUT) (extracted 174
from interview with Prof Andre van Graan (ANNEXURE F)
6.2.4.3. Nelson Mandela Metropolitan University (NMMU) 175
(extracted from interview – ANNEXURE H)
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6.2.4.4. Durban University of Technology (DUT) (extracted from 176
interview with Prof Debbie Whelan – ANNEXURE E)
6.2.4.5. Tshwane University of Technology (TUT) 177

178
6.2.5. Comparative analysis of the schools of architecture
6.2.5.1. Strategic focus and Curriculum Development

6.2.6. The SACAP position on the future/strategic direction of 181
Universities of Technology and comprehensive Universities

CHAPTER 7:
LEARNING SPACE DEVELOPMENT AT UNIVERSITIES OF
TECHNOLOGY IN SOUTH AFRICA

7.1. The transformation of learning spaces at universities of technology and 186
comprehensive universities.

7.1.1. Spatial typology for architectural education at universities of
technology in South Africa: Formal, Informal, and Work-Based
learning spaces

7.1.1.1 Work Integrated Learning (WIL)

7.2. Changing patterns of learning space development at the ALSs: the impact of 189
spatial typology on pedagogic function

7.2.1. The concept of Incidental Learning

200
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