Architecture / Mimarlık
Permanent URI for this collectionhttps://hdl.handle.net/11147/24
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Article Embodied Cognition and Critique of Cartesian Dualism in Design Learning(2020) Yazıcı, GizemThis research explores the relationship between mind and body in the design learning environment. The research focuses on design learning, embodied cognition, mind-body relationship and Cartesian dualism. In the research, the role of embodied cognition in design learning process is drawn attention. The traditional mind-body dualism of Cartesian theory is criticized by embodied cognition in design learning. In the design learning process, it is pointed out that the mind-body dualism of the Cartesian theory becomes dysfunctional. In this research, the concept of reflection-in-action is considered as a type of design learning. It is explained how the epistemological origins of this concept reject Cartesian theory. In this research, mind-body-environment harmony and embodied cognition which are used in reflection-in-action, is explained as the solution of the design problem which has an ‘ill-defined’ problem type. As a result of the research, the importance of mind-bodyenvironment harmony in design learning process is emphasized. Moreover, it is pointed out that the embodied cognition which occurs with this harmony is an important parameter in the design learning process. Finally, it is possible to conclude that in design learning process, embodied cognition rejects Cartesian dualism, and thus the distinction between theory and practice.Conference Object Interactive Imagery and Shared Mental Models in Design Learning(Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019, 2021) Yazıcı, Gizem; Doğan, FehmiThis study explores the relationship between interactive imagery and shared mental models in a design learning environment. The study focuses on design, design learning, and the cognitive components of design. In this research, conceptual project development processes of third year architecture students, in a design studio where four instructors gave desk critiques on a rotational basis, are examined. Within the scope of the study, interviews were conducted with four students and four studio instructors. The process was analysed and interpreted based on the collected data and interviews. It is argued that interactive imagery and shared mental models, which are shaped in the studio's desk critiques, juries and panel reviews, affect the students' conceptual project development. It is possible to conclude that if there is more than one studio instructor giving desk critiques on a rotational basis, students may have both advantages and disadvantages.