Different by design
Different by design
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DOI：
10.1017/s0890060407000248
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
A. Heylighen
中科院分区：
文献类型：
--
作者：
W. M. Martin;R. Fruchter;H. Cavallin;A. Heylighen
摘要：众所周知，建筑实践在很大程度上依赖于建筑师与其他专业人士之间的互动。然而，在他们的正规教育中，大多数就读于建筑学院和工程学院的学生很少（如果有的话）接触到在超出他们自己学科所反映和重视的专业知识和/或世界观的情况下做出决策。在过去的10年里，加州大学伯克利分校和斯坦福大学在国际范围内开展了一项基于项目的学习计划，涉及世界各地的其他几所大学。在整个过程中，我们发现了几个对这些互动至关重要的问题。本文阐述了三个关键问题：提高沟通技巧，通过制定领导策略赋予权力，以及认识自己和他人的世界观。我们还提出了案例，包括体验式教育情境，可以将这些方面引入建筑和工程学校的学术课程中。
Abstract It is generally known that architectural practice relies heavily on the interactions between architects and other professionals. However, during their formal education, most students attending architecture schools, and engineering schools for that matter, get very little (if any) exposure to decision making in conditions that involve expertise and/or worldviews beyond those reflected and valued by their own discipline. In the past 10 years, a project-based learning initiative was developed between the University of California, Berkeley, and Stanford University in an international context involving several other universities around the world. Throughout this experience, we have identified several issues that have shown to be crucial to these interactions. This paper elaborates on three key issues: improvement of communication skills, empowerment through developing strategies of leadership, and recognition of own and others' worldviews. We also make the case to include experiential educational situations that can introduce these aspects into the academic curricula of architecture and engineering schools.