Phenomenology for Introductory Architectural Analysis Courses: The pentagon methodological approach

Abstract

As a consequence of fruitful discussions about joining theory and practice both in design research and educational design programmes, this article aims to explore phenomenological parameters in the framework of an exercise for Engineer-architecture students from the University of Leuven in Belgium. Relying upon the arguments of recognised architects regarding the importance of the phenomenological approach in the field of architecture, it is intended to propose a five-step method (pentagon) to add to architectural analytical exercises. The paper argues that an explicit phenomenological awareness within architectural design education should be addressed in addition to the potential references to architectural phenomenology in theoretical courses or in the discourse of architectural design teachers during the studio courses. This article begins this process through the discussion of one example: ‘Integrated Seminar on Housing’ which is taught in the first semester of the bachelor programme. A qualitative review of the
outcomes of the exercise stresses a positive effect in the development of students’ skills that are not an explicit focus of methodologies related to programmatic or technical skills. The conclusions encourage the development of the experimental study to improve the complementarity of the phenomenological approach with the more technical methodologies. In the final reflections
about the results of the pentagon methodological approach some evidence is provided in respect to the article’s claims.