Fractured pedagogy: the design and implementation fault line in architectural knowledge - a conceptual and historical analysis
There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architec...
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| Format: | Dissertation |
| Language: | English |
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Faculty of Humanities
2020
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| Online Access: | https://hdl.handle.net/11427/31640 |