LEE- Mimari Tasarım-Doktora

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    A multilayer network analysis of agendas in different realms of architecture
    (Graduate School, 2024-09-05) Baloğlu, Melis ; Demir, Yüksel ; 502152017 ; Architectural Design
    The purpose of this research is to map the relationships and connections between actors, concepts, and their relationships flowing through architectural schools, architecture, and society and culture to answer What are the dynamic relations between different realms of architecture in the case of architectural education concerning theory courses, architecture (architectural theory and/or practice, media) and the social-cultural realm? This study aims to demonstrate how conceptualizing architectural learning agendas in theory courses, architecture, and social and cultural realms as multilayer network systems and applying network analysis techniques can provide novel insights into the dynamic factors shaping learning agenda development, social and cultural influence on curriculum development, and knowledge construction over time. This research offers a new methodology to examine the three realms of architectural agenda: architectural theory courses, architecture, and social-cultural agenda relations and influences through actors' and concepts' distributed roles via multilayer network model, measures, and analysis, offering insights enabling strategic adjustments cultivating inclusive agendas responsive to complexity. The methodology draws firstly on a case study, the Theories of Architectural Design (TAD) Course which proposes a parametric toolbox that enables the curation of the course agenda based on six parameters: (problems, concepts, works, texts, actors, and events) an individual manifesto, a collaborative research project, and an individual project analysis (based on the given six parameters). The parametric toolbox helps students to define a theoretical framework to approach issues in architecture. The first network analysis of the TAD data set [2003-2021] shows that the agenda of TAD was affected by local social events in Türkiye, the agenda had timeless local and global actors and concepts groups, but also popular actors in the agenda because of their media presence. In this respect, to grasp all the layers of architecture and the relations between them, this work builds a multilayer network (Kivelä et al., 2014; Heylighen, 2008) under three realms: [1] architectural education in theory courses, [2] architecture, and [3] social-cultural realms with two parameters [1] concepts, and [2] actors. Cultural-Historical Activity Theory's (CHAT) (Vygotsky, 1978) systemic approach to the learning agenda as a system helps to frame learning as a constructivist (Schön, 1983), socially and culturally embedded process. Network analysis methods including centrality and brokerage metrics are utilized to examine three realms and knowledge flows leveraging data from Turkish universities, three surveys to Turkish-speaking architects, the content of sourcebooks, the OpenSyllabus, Horizon Reports, and Google Trend. The analysis uncovers enduring influences maintaining imbalances in canon formation through architecture learning networks in theory courses while also illuminating struggles integrating divergent viewpoints located at the periphery. A failure to culturally diverse actors' risks perpetuating architectural education in theory courses' existing reliance on Eurocentric foundations of knowledge and thought. Unless the achievements and insights of non-Western actors are adequately represented and integrated into course content, education runs the risk of maintaining perspectives that are not inclusive in scope. Identifying three realms and their relations proves critical to re-conceptualizing agendas and cultivating pedagogies mindful of socio-cultural embeddedness on local and global scales. The conclusion is based on the multilayer network analysis and measure of three realms, discussed under the roles in a network such as central, peripheral and broker theorists/practitioners' and under three themes such as [1] homogeneity and heterogeneity: [2] time and timeless and [3] local and global. Influential, peripheral and broker theorists/practitioners' roles are discussed in knowledge circulation, canon formation, and creating productive contradictions for the multilayer network system's adaptation, evolution, emergence, and non-linearity. The mentioned roles of theorists and practitioners provide insights into curriculum transformations with implications for diversity, inclusion and responding to local/global change. We can conclude that course content, project type, brief content, a learning agenda, and an agenda of practice were affected by the zeitgeist. Rather than emphasizing rigid adherence to specific content areas, a more important focus should be on developing flexible methodologies for lifelong learning. As the multilayer networks and relationships evolve, the tools used to foster learning - such as particular topics, actors, works or theories - are transitory, but the overarching goals of integrating theory with practice and fostering communication across knowledge domains remain timeless. Therefore, architectural learning would benefit more from parameters oriented around sustainable learning processes than static course outlines. The research suggests that those who construct course content and shape agendas of learning need not be limited to traditional roles like tutors or institutional administrators. More importantly, the selection of these "agenda builders" should prioritize how their involvement might best support intended learning outcomes. For example, involving students in selecting or designing aspects of their educational experience could help increase engagement and motivation. The identities and roles of influential "actors" in the knowledge networks are likely to shift depending on the specific discipline or goal in question. Overall, a flexible approach that considers diverse perspectives in establishing parameters may be most conducive to effective learning. The critical focus should be on empowering those stakeholders best positioned to facilitate the targeted outcomes, rather than adhering to conventional constructions of who defines learning agendas. The limitations of the study drawn on the findings are constrained by geographical and temporal boundaries of datasets and analytic methods applied. Despite constraints, the diagnostic framing surfaces architecture learning as an adaptive, contested multilayered system warranting nuanced, pluralistic modes of education cognizant of canonical and emergent contributions diversifying knowledge landscapes. The networked examination prompts reflexive awareness of power dynamics and exclusions structuring knowledge dissemination.