Foregrounding the Student’s Lived Experience in Architectural Education

How are students naturally linked and inclined toa specific place and time? How do their personalexperiences create a heightened awareness andconnection to time and place? And how caneducators implement these experiences in acoherent pedagogical strategy? By focusing on livedexperiences – both ordinary and extraordinary – inarchitectural education, I will investigate whether ornot these experiences and memories, rooted in timeand space, are viable aspects for students to learnbut also to become aware of Bildung or the abilityto construct their future self through formativeevents. The strategic inclusion of a disconcertingand travelling concept, such as the uncanny, inthe educational environment may strengthen thepresent day and future position of the architecturalapprentice. In so doing, the concept of the uncannyand Bildung can unlock an existing threshold oflived experiences through which the students can beforegrounded.

Publication year:2020

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