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Design and Build: Strengths and Weaknesses - Essay Example

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"Design and Build: Strengths and Weaknesses" paper argues that the design and build pedagogy structure fosters technical and social knowledge and compassion that equip students for professional practices and get truly connected to the world around them…
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Design and Build: Strengths and Weaknesses
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In design and build designings when a building makes decisions to build there are some issues at stake. These have effects on the larger fabric of people’s lives that are complex and contradictory. Mostly cultural heritage issues and sustainability always come into conflict with the realities of economic survival for example cutting down trees has prevailing pragmatic consideration. Saving trees can make a society escape severe party whether ich comes as a result of deforestation. When facing different parameters the solution would be to save trees but for the pedagogical process, deliberation, and engagement with complex issues at work there were more important things than the specific outcome (Frances, 145).

For decades architectural educators and practitioners have observed that there is an increasing alarm about the decreased significance of architectural work. It is more acute in diminishing architecture’s power in cultural and social changes. The irreverence of our profession is at a critical juncture and therefore schools of architecture must act quickly to the complex, divergent, and varied social demands. The basic initiative believes that community dire eccommunity'sedicament, traditional knowledge, and community ba, sed practices offer a chance of chances of negotiating a better life.

The process of undertaking design and build practices in a community based culturally and socially helps a student to understand how architecture operates and bring about change to the community (Frances, 210). Strengths and weaknessesIn this students do real projects designing and in real communities which has the benefit of collaborative synthetic learning experiences from real building and working in poor communities. Students participate in design and build as a piece of architecture and on completion, they are compelled to show their experience by evaluating their design in the context of the real world.

Informal and marginalized communities are connected to the architectural initiatives that encourage prosperity (Thomas, 1996). 

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