In modern times, architecture is understood as a mirror of society. It diagnoses the phenomena of its time and presents them in structural form. Like society, which is subject to change, the way in which design is taught is constantly changing. As a goal of the design process, architectural quality is not a term that can be objectively understood through a fixed framework. It must continuously be adjusted through a reflexive process.
The topics of function, material, form, context, and meaningare fundamental for design.During the design process, these concepts are organized and related to one another.
Creative processes that emerge from systematization are also impactful during the design process. Designers must find a balance between intuition—in the form of creative strengths and talents—and ratio—in the form of a methodical, systematic approach. As a foundation for design, it is also necessary to train one’s spatial perception with one’s senses (physiological) and with one’s capacity to understand meaning (psychological).
At the same time, one must recognize social and cultural phenomena in order to develop architectural competence.This can be communicated through the simple words, “understand, develop, make understandable.”
The number of coexisting architectural languages continues to increase. In this context, since design cannot be taught using objective methods, this institute tries to give students an orientation in the reliability and plausibility of applied methodology in historical, social, cultural, and spatial contexts through open, dialectic teaching.