1. Dr. Iman Osama Abdel Gawad
HISTORY OF ARCHITECTURE EDUCATION: POTENTIALS AND LIMITATIONS FOR A BETTER DESIGN PROBLEM SOLVING
Dr. Iman Osama Abdel Gawad
Helwan University, Faculty of Fine Arts, Department of Architecture, Cairo, Egypt

2. Research scope
Rathod (2009) describe the need for studying history and its link to architecture design as:
"Imagine a tree branch projecting outwards. The length of projection depends up on the depth of its anchor beam. More the depth and strength of anchorage, more is the scope of its projection"
proposing new teaching strategies for architectural design faculties
(especially architectural institutions with limited resources)
in order to overcome problems and limitations of sustainable design
education in Egypt.
The methodology is based on analysing existing problems and limitations in sustainable design education in Egypt as well as determining basic sustainability principles to be embedded within the architectural design curriculum. Parallel, an exploration of some new and old (yet effective) architectural teaching methodologies and learning experiences is done.
Some international teaching examples are presented as well as the author’s personal teaching experiences in sustainable design
the profession of sustainable architecture design in Egypt has evolved, but its educational process, especially in national (state) architectural institutions, has been slow to respond to this alteration.

3. Challenges to History Instructors?
To link History courses to design problem solving, and outline the value of history courses in students’ lives
To open the way for architecture students to understand the ways in which our built environment has been historically shaped
The development of assignments that spark excitement in students and create an interrelationship between the history courses and the architectural design courses

4. THE CONCEPT OF HISTORY IN ARCHITECTURAL EDUCATION
REINSTATING THE CONTENT AND THE TEACHING METHODS
METHODS OF TEACHING
LEARNING THEORIES
USING CREATIVE TEACHING APPROACHES
CONCLUSIONS AND RECOMMENDATIONS

5. The Concept of history in Architectural Education
International
UIA/UNESCO charter of architectural education
USA
The National Architectural Accrediting Board (NAAB)
Massachusetts Institute of Technology (MIT)
The Global Architectural History Teaching Collaborative 'GAHTC'
Europe
The Foundation for Architecture and Education (AE) in Scotland
The Royale institute for British Architects (RIBA)
HISTORY IN ARCHITECTURAL INSTITUTIONS WITH LIMITED RESOURCES ?????

6. Reinstating the content and the teaching methods
. METHODS OF TEACHING1
The method set up in ‘History of Architecture’ by Sir Banister Fletcher, is the most interminable because of the presented charts and graphics that makes the subject easy to teach. Fletcher has used the ‘Comparative Method’
The Continental Comparative Method
Concerned with the history of each continent or civilization, directly from its beginning to the end
Students are well informed that the knowledge of their national history helps to anticipate some of the previously adopted design principles of their historic buildings
Universal Comparative Method Focuses on a broader outlook towards the development and growth of art and architecture around the globe
Help to generate students' interest and respect for the studied subject

7. Reinstating the content and the teaching methods
LEARNING THEORIES 2. 2 1
Best method for assuring deep knowledge base. However, it is usually the most time-consuming
Deductive-expository
Inductive- expository
Deductive-inquisitory
Inductive-inquisitory
Case study
Lecture; then case study
Case study; then lecture
Lecture; and then have students create a case study
Do case study; and then have students create models, design concepts, etc. on what they have learned
Programmed Learning
Design concepts, models, etc.; followed by examples
Examples; followed by design concepts, models, etc.
Design concepts, models, etc.; and then have students create an example
Examples; and then have students create design concepts, models, etc.
Metaphors
Teacher gives concepts of subject and then a metaphor.
Teacher gives a metaphor and then the concepts
Teacher gives concepts and then the students create metaphors
Teacher gives metaphor and then the students create concepts, models, etc.
Also successful but requires more effort as the history teacher has to ensure that students have both the basic knowledge and general information to support the deductive aspect of it
Examples of combined learning approaches and instructional strategies

8. Reinstating the content and the teaching methods
Concrete Experience
Learning by experience
Reflective cooperation
Learning by reflecting
Abstract Conceptualisation
Learning by thinking
Active Experimentation
Learning by doing
Accomodating
Diverging
To "chase" the learner round the cycle, asking questions which encourage reflection, conceptualisation, and ways of testing the ideas
Processing info
Converging
Assimilating
(KOLB, 1984)
THE FOUR LEARNING STYLES OF THE ADULT LEARNING PROCESS

9. Using creative teaching approaches
Misr International University (MIU), Cairo (2014). Engineering History and Technology Course taught to year one.
Basics of load distribution and the appropriate building form which can support variant loads
Interacting with a building model makes history ‘present’ to the student and lends a tangible essence to a past that is now felt and reconstructed

10. Using creative teaching approaches
Modeling makes history ‘present’ to the student
Modeling sharpen students’ critical and analytical engagement with the subject
Helwan University, Fine Arts Faculty (2013)
To model various Churches/Cathedrales in Cairo

11. Using creative teaching approaches
Helwan University, Fine Arts Faculty, Cairo (2013)
The redesign of Renaissance and Baroque facades in Cairo’s Assignment
An example of a teaching exercise run by a number of history of architecture teachers in 2013 as a submission for the students of Year3.

12. Using creative teaching approaches
The choice of the studied building and the capability to explain the main idea that guided the building's design process
The ability of dealing with the materials and modeling techniques used to produce an analytical study of the building

13. Using creative teaching approaches
University of Western Australia (2007) - 'Venturi house' Assignement
An example of a teaching exercise run by a number of history of architecture teachers as a submission for the students of Year 2. Students were given a seminal ancient building and a task of turning it into a 'flat pack' scale model on a piece of A1 card.

14. Using creative teaching approaches
MIU History of Architecture3 (2012)
To analyse a chosen contemporary building with respect to the main principles of Islamic architecture

15. Using creative teaching approaches
Shrouk Academy, Cairo (2012)
Environmental studies in old Islamic monuments-Sultan Hassan Mosque Trip

16. Conclusions and Recommendations
By vision and consciousness, it is possible to bring the spirit of the history of architecture into the design process.
Introducing history of architecture in design courses should be based on diverse interpretations as well as focusing on the architectural background.
It is very important to pay attention to the architectural backgrounds and the influencing factors affecting the process of studying and learning the history of architecture.
Thank You for your attention