A Contemplation on the Profound Objectives of Architectural Education in Contemporary Iran; Case Study: Architecture Studio III at the University of Tehran

Volume 22, Issue 144
June 2025
Pages 5-18

Document Type : Original Research Article

Authors

1 Ph.D Candidate, Department of Architecture, Faculty of Fine Arts, University of Tehran, Tehran, Iran.

2 Full Professor, Department of Architecture, Faculty of Fine Arts, University of Tehran, Tehran, Iran.

Abstract
Problem statement: Architectural education in contemporary Iran faces significant challenges due to outdated teaching methods that fail to align with the demands of the postmodern era. Current educational systems remain tied to rigid, standardized approaches from the modern period, limiting their ability to adapt to new sociocultural realities.
Research method: This research investigates the essential characteristics and needs of architectural education in the postmodern context, proposing innovative objectives for nurturing architects in modern Iran. The study combines reflective analysis, descriptive methods, and the author’s firsthand teaching experiences in Atelier 3 at the University of Tehran over 12 semesters (2017–2023), alongside reviews of academic literature and library resources.
Conclusion: Key findings suggest that architectural education must move away from uniform standardization toward flexible, diverse teaching models. This shift requires rethinking -not dismantling- existing structures. Alongside specialized objectives (knowledge, technical skills, and insight), the study advocates for profound objectives in education -economic literacy, social responsibility, cognitive development, and mental health- proposing a blended pathway for progress. Crucially, educators must evolve from being mere knowledge providers to facilitators of collaborative, student-centered learning environments. Such a shift enables postmodern architectural educators to inspire students’ holistic professional and personal development.

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