A theory for integrating knowledge in architectural design education

Ashraf M. Salama*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Downloads (Pure)


This paper argues for introducing a theory for knowledge integration in architectural design education. A contextual analysis of the reasons for developing a theory is introduced and reasons are categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture. It consists of three major components: the disciplinary component; the cognitive-philosophical component; and the inquiry-epistemic component. Each of these components encompasses other smaller components integral to the building of the theory itself. Notably, the three components address ways in which knowledge can be integrated, how the desired integration would meet the capacity of the human mind, how such integration relates to the nature of knowledge and how knowledge about it is acquired, conveyed, and assimilated. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.
Original languageEnglish
Pages (from-to)100-128
Number of pages29
JournalArchNet-IJAR: International Journal of Architectural Research
Issue number1
Publication statusPublished - 15 Mar 2008
Externally publishedYes


Dive into the research topics of 'A theory for integrating knowledge in architectural design education'. Together they form a unique fingerprint.

Cite this