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THE ISSUES OF PARTICIPATION IN DIDACTICS OF DESIGN. CASE STUDIES

R. Idem, A. Gorka, D. Wojtowicz-Jankowska

Abstract

This article seeks to present and assess the usefulness of didactic methods aimed at preparing future architects for their role in the process of social participation. The article focuses on [a] a general overview of selected participation methods and tools, along with the examples of their application in the context of spatial management in Poland; [b] an overview of teaching methods used with a view to enhancing participation - as applied by the authors in didactics of architectural design; [c] assessment of the expected outcomes of socialised approach to teaching architects. The increasing scale of environmental problems renders it necessary to increase the social control of the changes and participation of the space users in the decision-making process. The solution lies in the change of the paradigm of architectural design and an increased significance of the social dimension in architecture and urban planning. Participation constitutes an important element of the aforesaid transformation of the approach. It means inclusion of the space users in the design decision-making process. Development of participation entails the change of the architectВ’s role. Under the new circumstances he does not act solely in the capacity of the expert - he becomes an adviser and a negotiator. That, in turn, requires a responsible, socially-oriented and pro-environmental attitude, as well as negotiation skills. The competence of a professional - designer and planner acting as an intermediary between the institutional system of spatial management and investors - should also consist in dissemination of knowledge in professional and social circles. The above arguments constitute new challenges in the area of teaching architectural and urban planning design. They imply the need to implement participation methods and tools in academic teaching, which is at the core of the change of social attitudes.

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DOI resolver: doi.org/10.5593/sgemsocial2017/52/S21.086

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