Architectural Education from a Socio-environmental Perspective

Abstract

Based on a pilot survey of Russian and foreign experts researchers and pedagogues of architectural schools – the author examines the social and environmental component of professional education. The study shows, which disciplines of the curriculum have social and environmental contents, which names of the authors, and which concepts of this area become known to the students of architecture. Experts assessed the comparative role of the socio-environmental component of knowledge against the background of others – compositional-artistic, engineering-technical, conceptual-philosophical, and market related. The research has made it possible to conclude on the presence of four tendencies in the development of socio-environmental knowledge in Russian architectural education. They are diversification, conceptualization, humanization and 'environmentization'.