Pedagogy of the flesh : artaud and pedagogical fault lines

In the form of an installation, this panel will question the problems of combining the fleshiness of our bodies and the technologies of (re-)presentation in the production of knowledge that is contemporary teaching in a material environment. Do the aesthetics and methods of the performing arts open up new, dynamic approaches towards teaching practices? Conversely, how do traditional approaches to classroom management and learning undermine the performativity of our disciplinary concerns? We wish to challenge in the strongest possible terms the appropriateness of the traditional format for academic conferences with their monologic presentation of research outcomes. We crave new and unimagined formats for conferences that rely upon the very theatrical devices that we study, master, enact, and live through. This installation will express each participant's response to these provocations and will provide an interactive environment with many dialogic elements. Participants will use video images, live performers, and other theatrical devices to create an installation that deconstructs the experience of teaching. Signalling though the flames, should our teaching be any less?

The installation will be available for perusal as five simultaneous events occur in over-lapping space. This will last approximately 45 minutes and will be followed by a round-table discussion for the remainder of our time.

Architectural expression of liturgy and doctrine in the Eastern churches of the fourth to sixth centuries: towards a theologically contextual typology

Many scholars of Byzantine architecture have theorised about the reasons for church form and structure, with most relating them to sources in pagan architecture or local traditional construction methods (Krautheimer, Crowfoot, Ward-Perkins, Mango and Hill); to aspects of provincialism, regional independence or location peripheral to empire (Megaw, Delvoye, Wharton), or to environmental constraints such as frequent earthquakes (Curcic). But just as the wording of the various creeds and ecumenical statements responded to aspects of contemporary non-orthodox beliefs or "heresies", so did the theological debate inform the liturgical practices and consequently church planning. It could be expected that these responses would also be reflected in the architectural approach to form and symbolism. Thus a contextual typological framework is proposed, based on the association of different architectural approaches to church planning and form in the 4th to the 6th centuries with the contemporary doctrinal disputes over the true nature of Christ.

Learning style drift : correlation between built environment students' learning styles and the learning styles of their teachers

This paper focuses on the results of a cross-curriculum learning style survey conducted in an Australian School of Architecture and Building as part of an ongoing project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multicultural team assignments. The research was conducted to determine how learning style differences in heterogeneous design teams might be addressed through pedagogy. We will argue that the likelihood of and reasons for learning style fluidity in student design cohorts needs determining if learning style theory is to provide a workable model for informing the teaching of design.
In light of evidence in student cohorts of learning style changes as students progress through their studies (Tucker, 2007), this research discusses one explanation of what appears to belearning style fluidity in architecture student cohorts. If, as prior research has indicated, the learning styles of academics are quite different from practitioners, evidence of a learning style drift in built environment students towards the predominant learning styles of their design teachers might suggest that students are learning how to be academics rather than practitioners. This, of course, might have serious implications for built environment teaching and for practice.

Bringing pedagogy to doctoral publishing

This article explores the role of publication in taking forward the work of the doctorate. Low publication rates from doctoral degrees have been noted as a problem in the quality of doctoral education for preparing students to participate in research cultures. At the same time there is ambivalence and some resistance among doctoral supervisors and candidates about the place of publication in doctoral work. This article argues that issues of writing and publication need to be systematically addressed within doctoral pedagogy. In a climate of increasing pressure to publish during and after candidature, pedagogies need to take up a more explicitly outward-looking stance, developing a stronger orientation to induction and participation in the world of peer-reviewed publication. These arguments are developed through two case studies that illustrate ways of supporting doctoral researchers to effectively recontextualise their dissertation writing for wider audiences.

So flat, so cute! Robots, superflatness and asian architectural futures

Many depictions of urban futures have a distinctly Asian flavour. There have been numerous visions of highly technological futures whose environments extrapolate present societies into futures technically, culturally and politically dominated by China or Japan, Such futures are portrayed as both exciting and threatening, to the point that the Japanese academic and cultural critic Toshiya Ueno used the term ‘Techno-Orientalism’ to describe the phenomenon. Nevertheless, whether Western interest is Orientalist or not, Asian architects are also increasingly looking to their own contemporary and future cultures for inspiration. This paper will discuss two manifestations of this. The first is Thai architect Sumet Jumsai’s Bank of Asia. Unlike contemporaneous English hightech buildings, with their coldly mechanistic representation of ducts and struts, Jumsai’s Bank of Asia, takes on the anthropomorphic character of Japanese scifi robots. It is endearing, friendly, even cute. The second example is what might be termed superflat architecture, from the term coined by the artist Takashi Murakami to describe an aesthetic of intrinsic flatness, eliminating depth in favour of skin and surface. The emergence of Techno-Cute and Superflat architecture suggest contemporary Asian architectural sensibilities that neither derive their aesthetic qualities solely from tradition nor from Western Modernism or Postmodernism.

Youth culture educational reform and pedagogy

The discourse of globalisation and the knowledge economy are now front and centre of the ever changing discourse of youth and youth identity. Educational reform in Malaysian society is seeking to engage the problems of globalization and the need for reform in schooling as a prerequisite for social and economic development. The education of youth is as a critical prerequisite for national advancement and development. The syllogism that structures debate with respect to globalization, youth and education is that reform to teaching technique will lead to improved competencies in students and this in turn will lead to improvements in human capital thus leading to economic and social advancement. Missing from such a simple approach is an understanding of youth culture in its multiple forms as now being productive of capacities, knowledge’s and attitudes that are arguably often far in advance of what is taught in schools. This argues that often the action in terms of cognitive growth, glocalised competencies, collaboration, cross cultural dialogue and innovative creativity are found in youth cyber communities, popular cultural movements often portrayed as problematic or troublesome. Proper educational strategies in Malaysian schooling society require teachers to learn from their students and engage innovative pedagogy not as something to be taught top down in rote fashion, but as something that is genuinely open, interactive and dialogical. This paper will discuss this theoretical issue with specific reference to Malaysian examples and policy initiatives.

Parametric modelling and the tessellation of architectural surfaces

Parametric modelling is gaining in popularity as both a fabrication and design tool, but its application in the architectural design industry has not been widely explored. This form of modelling has the ability to generate complex forms with intuitively reactive components, allowing designers to express and
fabricate structures previously too laborious and geometrically complex to realise. The key aim of the paper is to address the increasing need for seamless and bi-directional connectivity between the design, modelling and
fabrication ambit.

Designing open-ended problems to challenge preservice teachers' views on mathematics and pedagogy

This study examines preservice elementary teachers' reported experiences of posing open-ended mathematics problems. Responses of 33 students in a mathematics teacher education course were analysed for the strategies participants used, what they learned and the challenges encountered from an opportunity to collect digital images and pose open-ended problems related to those images. Results indicate that preservice teachers reported a shift in the ways they viewed mathematics and how it might be taught. The school curriculum both constrained and provided possibilities for preservice teachers in noticing mathematics beyond the textbook and mathematics classroom. This study adds to our understanding of teaching as a learning practice and the art of posing mathematical problems as a significant aspect of that practice.

Thinking about thinking : innovative pedagogy designed to foster thinking skills in junior primary classrooms

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A 'Toolbox', inspired by 'Habits of Mind' and the Visible Thinking approach to teaching and learning, is described in narrative form by one of the teachers. The Toolbox aims to equip students with the thinking tools to make their thinking visible to themselves, their peers and their teachers.