| Abstrakt: |
As contemporary cities evolve to become more heterogeneous, there is a growing demand for architectural educators to engage with their communities to address their varied needs of urban stakeholders. This paper -will focus on two design research projects in the University of Hong Kong to illustrate how community-oriented architectural education can be advocated through an institutional catalyst in a tertiary educational system. In this context, the exchange of knowledge is defined by participation from professional institutions, private commercial groups, community stakeholders, and government departments to pursue a common design vision. Through a modified learning-Zteaching- POOL Model, these case studies will give a nuanced view of how community engagement becomes an emerging architectural paradigm, challenging the original form of the one-way authoritative mode of knowledge reproduction. The paper will illustrate how such a multi-disciplinary approach can best position universities in addressing our complex contemporary social needs. It aims to fill the research gap in knowledge on the experiential aspects of inter-disciplinary collaboration as a new design education paradigm in the Asian context. [ABSTRACT FROM AUTHOR] |
