• Korean Institute of Interior Design Journal
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• v.14 no.3 s.50
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• pp.122-129
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• 2005

The purpose of this study aims at the development of architectural design thinking which has been studied in the Kant's Epistemology to examine the Schema theories. In this point of view, the related theories are reviewed through Expression Form, representation of architectural knowledge and so on. One of these words, the Schema that formed by transcendental an Experience and Memory of transcendental an Experience, not only Play an important Part in the designer's thinking system about a specific problem but also appeared by distinctive features(image) and included by connotation as like a designer's ideology. Speaking briefly, thinking of a designer familiar with us as abstract confusion can be confined such methodological tools as schema, and image, etc., which we can easily understand the relationship among them through mechanism of Kant's [Concept-Schema-Intuition]. Evidences collected from case studies and its application on architectural design yield following results. First, design thinking can be defined as Kant's Epistemology composed of the schema and its extended factors(architectural-schema). Second, design thinking can be revealed different characteristics depending on the degree of the schema and architectural-schema. Lastly, the methodology will be proposed after application of the result to architects' works.

• Korean Institute of Interior Design Journal
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• v.14 no.5 s.52
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• pp.71-79
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• 2005

Thinking methods have been widely recognized as phenomenon of problem solving in architectural design process and as one of the bases of creativity. In recent years the study of thinking methods have become a major focus of design research. And the purpose of the paper will understand the phenomenon of characteristic and classification of thinking methods in the architectural design process. Extensive protocols are recorded. In particular, the protocols contain sufficient information to make a detailed picture of the architect's problem-solving processes. A protocol study is reported in which the experimental data by architect's is analyzed through the visual protocol analysis method. These findings will help understand the architectural design nature. And they supply a direction for creative education for architects and the base for CAAD system development through understanding for architect's thinking methods.

• Korean Institute of Interior Design Journal
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• v.15 no.2 s.55
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• pp.166-173
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• 2006

Architectural color has been preserved the multiple characteristics reflected the change of social value criteria and technical development. Especially, the change of technical paradigm has led to variation from simple and fixed color system, as through the considerable change of architect's subject thinking, favored and symbolic system. Now, architectural color has also been revealed as the timely, moving, behavioral and existent color by anthropolatric thinking system. Therefore, it could be transformed expressive system reflected from abstract-pictorial characteristics, from the fixed to non-determining system, constructive to non-constructive system, context to expressive system, reasonal to emotional system, respectively. So, the range of architectural color has been extended as a element in reinforced the planned concept of the architect beyond the past decorated and symbolic color scope. As thereinafter, future's architectural color could be expected to concrete to the public-friendly relation system, developed widely to the system for reinforcing the concept not introduction of meaningless, fragmental and instinct color through the relational adaptation with design concept.

• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.56-63
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• 2023

I proposed the architectural guideline for educational environment based on design thinking approach to integrate and enhance learners' activities and achievements. The physical environment of design education learning space should be applied by teaching methods and learning activities, especially for STEAM-based convergent education, the architectural space conditions should support the design process based on design thinking. The learning environment conditions influence design education with physical design factors and learners' communication, and the flexible environment based on design thinking, which is crucial for design education. The 3 steps of design thinking experiences also allow students to learn the context of ideas, skills and outcomes. Therefore, I argued that the learning surrounding based on design thinking needs flexible and mobile, connected, integrated, organized, and team-focused environments to support learners' understanding, participation, and collaboration, and to achieve the design process based on research findings. For spaces for convergent learning environments based on design thinking, common design principles should be reviewed, such as coexistence with technology, safety and security, transparency and spatial extension, multi-purpose space and outdoor learning.

• Journal of architectural history
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• v.31 no.1
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• pp.77-88
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• 2022

Architecture had played a significant role model in philosophy because the construction of building represented doing philosophy. 'Architecture as metaphor' made it possible that doing philosophy was a kind of construction of thinking and western philosopher considered himself as an architect of idea. As a system of system, architectural analogy gave philosophy a chance to insist himself as a theory of theory. So architecture had always been a privileged model of discourse system and also a fundamental metaphor in philosophy. Because of its original meaning, Architecture as techne could be considered as poiesis, that was the special building(making) in western culture. The archi(arche) - structure(techne) was a ideal model and mechanism of philosophy because with this analogy doing philosophy became a kind of building act to make a logical system of idea. This kind of tradition in philosophy, especially metaphysics, made the characteristics of western philosophy 'architectonic' that implied the meaning of the rational, stable, hierarchical and holistic. But this kind of tradition exposed the problem of philosophy that focused on Identity and excluded the others. The logocentrism of western philosophy was also the limitation of architectonic thinking and its reductionism became a grand monologue which only allowed systematic, rational discourse. Its ideological position Inevitably caused the anti-architectural thinking in modern age as a diverse form of new trend of thinking as like postmodernism or deconstruction. Even Deconstructivism, or 'informe', non-representation in architecture depends upon anti-architectural thinking. Relationship between architecture as metaphor and the building of philosophy is problematique issue.

• Journal of architectural history
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• v.30 no.6
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• pp.59-70
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• 2021

Compared with other philosophers and writers who were engaged in architecture Georges Bataille was extraordinary. Because he produced anti-architectural discourse. This paper studied the Bataille's thinking with relation to architecture that used as a fundamental and privileged metaphor. Philosophy regarded as the foundation of all academic discipline needed architecture in order to show its system was durable, synthetic and hierarchical. The will to build a solid system of reasoning made philosophy to call architecture to pretend that it is structurally stable. Metaphor and representation is inevitable in philosophy. Then architectural image that supported by discourse of philosophy became a representation of sociocultural system. According to Bataille architectural representation justified existing power and belief system. With architecture Identity always represented the true and good. This kind of architectonic thinking erased the Other that allowed metaphysics and symbolic Against architecture Bataille produced writings of violation and excess corresponding to labyrinth. Labyrinth in fact made a formal structure of architecture possible to be a metaphor of symbolic system. Bataille's anti-architectural thinking paradoxically shows the importance of Architecture and give a chance to rethink the ethical aspect of architecture instead of aesthetics.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.36 no.3
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• pp.49-58
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• 2020

Based on Merrill's instructional theory, this study pursued to develop a demonstration-based architectural design class operation model for the 3^rd year undergraduate students taking a Spring semester design studio class. The model was designed and used particularly to improve architectural thinking abilities of under-motivated learners. Learning effects of the model were examined based on the preliminary data obtained for 3 consecutive years, 2017 through 2019. A total of 52 students were participated in the class and observed by the instructor. Once developed, the model has been continually updated and improved based on results of each class operation. Five types of demo. were used in the model. First, direct contacts of the instructor with under-motivated learners were turned out to be the most preferred demo(demo. 4), while watching and listening of the demo(demo.3) between the instructor and motivated learners taking place in class was ranked at the second place. Belief of under-motivated learners on the instructor as a professional should be highly valued for improving their architectural thinking abilities. Second, motivated peers' direct help for under-motivated ones was placed in the third rank. Social attitudes of under-motivated learners towards accepting motivated ones' helps were determined the particular demo's appropriateness. Third, a set of guidelines for operating the model in undergraduate design studio classes were developed and suggested.

• Korean Institute of Interior Design Journal
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• v.22 no.5
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• pp.114-125
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• 2013

Kengo Kuma used to be very known well as a critic before being an architect. He usually mentioned quite unique type of comments for subjects whenever his criticism, also even his works results have been able to be targets of criticism materials by his method. His works are the achievements of challenges based on his continuous dynamic criticism. Hence, to have well understanding of his architectural thinking and works result, his complexes criticism structure must be needed to understand. And also, this study is using 'KJ Method' type to analyze his architectural thinking which is complicated making by a type of non-linear. Kengo Kuma's structures of architectural thinking and critiques perspective of modern architecture have been created by 'KJ Method'. Critiques types of keywords and consequences words collected from among the local dedicated professional architecture books to get this research result. First of all, Kengo Kuma desired even modern architecture problems to be melt as a specific architecture result such as modern type of power structure. To have result, Kengo Kuma had experienced sensible activity through materials which have specific characteristic. Also place of materiality created to get relationship between environments and architecture. Secondly, he wanted to recover troubled traditional Japanese architectural perspective which blocked relationship by dichotomy as a right way. In conclusion, this research reaches Kengo Kuma's type of architecture which strongly emphasizes harmony among related components such as human being, materials, substances based on accepted natural environments and lives' principle. Also, much more specific methods have been derived by related works results analyzing which have similar characteristic as Kengo Kuma's one.

• Journal of the Regional Association of Architectural Institute of Korea
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• v.21 no.1
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• pp.89-95
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• 2019

In the era of the Fourth Industrial Revolution, a new curriculum that breaks away from the existing education programs is needed to cultivate men of talent for this new industrial era. In this regard, this study aimed to develop innovative curriculums that can be applied to the capstone design of architectural engineering at universities in Korea. To this end, it analyzed the operational status of the capstone design curriculum of domestic universities that operate engineering certification education programs. In addition, it examined educational innovation cases of advanced universities at home and abroad, and analyzed other studies related to educational renovation. Based on the analysis results, it developed the capstone design curriculum of architectural engineering that can be applied to domestic universities. The curriculum was developed into two contents: operating method and syllabus. The method which has been commonly applied to domestic universities was adopted as the operating method. The syllabus was developed by applying flipped learning and design thinking theory, which has widely been dealt with in advanced universities and recent studies. In addition, the curriculum was developed in the form of a prototype to meet the conditions of each university for its efficient utilization.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.11
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• pp.4623-4628
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• 2010

This study is to explore the contents and composition of architectural design studio. The purpose of this study is to seek after the potentiality of architectural design education as a formative design dealing with the morphologic difference between solid and void, and to present the effective process of design education for architectural design studio in terms of creative thinking.