Urban Memory and Experiential Learning in Architectural Education
DOI:
https://doi.org/10.7577/formakademisk.6629Emneord (Nøkkelord):
Architectural education, experiential learning, informal learning environments, travellers’ narratives, urban memorySammendrag
This paper proposes a workshop-based framework that applies experiential learning to the interpretation of urban memory through the travel narratives of three visitors to the Turkish city of Trabzon. Grounded in Kolb’s (1984) experiential learning cycle, this study examines a workshop in which architectural students transformed textual narratives into experiential and representational learning processes. The empirical dataset consists of concept maps, urban memory maps, route proposals, fanzines, posters and reflective notes produced throughout the workshop. These materials are analysed using thematic analysis to examine the relationships between narratives, spatial interpretation and representational practices. The analysis identifies three interconnected themes: (1) walking as experiential learning, (2) mapping urban memory, and (3) concept extraction from narratives. The workshop outputs indicate that travel narratives function not merely as historical documents but as pedagogical resources that foster conceptual thinking, urban memory reconstruction and creative representation. By integrating textual interpretation, spatial exploration and design production, the proposed workshop model offers a transferable pedagogical framework for memory-oriented architectural education.
Referanser
Ak, M. (1990). Aşık Mehmed ve Menazırü’l-avalim [Aşık Mehmed and perspectives of the worlds][Master Thesis]. Istanbul University.
Âşık Mehmed. (2007). Menâzırü’l-Avâlim [Perspectives of the worlds] (M. Ak, Ed.). Türk Tarih Kurumu.
Assmann, J. (1995). Collective memory and cultural identity. New German Critique, (65), 125–133. https://doi.org/10.2307/488538
Assmann, J. (2011). Cultural memory and early civilization: Writing, remembrance, and political imagination. Cambridge University Press. https://doi.org/10.1017/CBO9780511996306
Aydın, B. (2012). XVI. Yüzyıl Osmanlı seyahatnâmeleri hakkında bir değerlendirme [An overview of the Ottoman travelogues of the sixteenth century]. Osmanlı Araştırmaları/The Journal of Ottoman Studies, (XL), 435–451.
Aydınlı, S. (2015). Tasarım eğitiminde yapılandırıcı paradigma: ‘Öğrenmeyi öğrenme’ [The constructivist paradigm in design education: ‘Learning to learn’]. Tasarım+Kuram, 11(20). https://doi.org/10.23835/tasarimkuram.239579
Aykaç Leidholm, P. (2022). Bellek, kolektif bellek ve koruma [Memory, collective memory and conservation]. Mimarlık, (423), 49–52.
Bergson, H. (1919). Matter and memory (N. M. Paul & W. S. Palmer, Trans.). George Allen & Unwin. (Original work published 1896)
Bıjışkyan, P. M. (1998). Pontus Tarihi / Tarihin horona durduğu yer Karadeniz [History of Pontus / The Black Sea region, where history dances the horon] (H. D. Andreasyan, Trans.). Çivi Yazıları.
Ciravoğlu, A. (2003). Mimari tasarım eğitiminde formel ve enformel çalışmalar üzerine [On formal and informal studies in architectural design education]. Yapı Dergisi, (257).
Çıraklı, M. Z. (2022). Image or silhouette? Writing urban places: The midsize city, concepts & parameters. https://padlet.com/writingurbanplaces/x6wyt5i6sphxt38y
Cuff, D. (1991). Architecture: The story of practice. MIT Press.
Dewey, J. (1938). Experience and education. Macmillan.
Durmus Ozturk, S. (2020). Rethinking the black box in architecture design studio. SAGE Open, 10(2). https://doi.org/10.1177/2158244020927408
Durmuş Öztürk, S., & Çıraklı, M. Z. (2023). Anlatı uzamı olarak kent ve mekân deneyimi: yaklaşımlar, kavramlar, teknikler [Experiencing the city as a narrative space: Perspectives, concepts, and techniques]. Book of Abstracts and Proceedings of 9th International Nalans Conference–Narratives across Boundaries, Trabzon, Turkey, (pp. 295–304).
Fisher, T. (2004). What memory? Whose memory? In E. Bastéa (Ed.), Memory and architecture (pp. 283–291). University of New Mexico Press.
Halbwachs, M. (2017). Kolektif Hafıza [On collective memory] (B. Barış, Trans.). Heretik Yayıncılık.
Jung, C. G. (2008). The collected works of C. G. Jung. In H. Read, M. Fordham, & G. Adler (Eds.), Spirit in Man, Art, and Literature (R. F. C. Hull, Trans.). Princeton University Press.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Lefebvre, H. (1991). The production of space (D. Nicholson-Smith, Trans.). Blackwell.
Nora, P. (1989). Between memory and history: Les lieux de mémoire. Representations, 26, 7–25. https://doi.org/10.2307/2928520
Öksüz, M. E. (2024). Katlama (folding) kavramının mimarlık eğitimine katkıları [Contributions of the folding concept to architectural education] [Master’s thesis, Karadeniz Technical University].
Öktem Erkartal, P., & Durmuş, S. (2017). Mimarlık eğitiminde deneysel ve özgürleştirici bir tasarım deneyimi olarak çalıştaylar [Workshops as an experimental and liberating design experience in architectural education]. In Ş. Ö. Gür (Ed.). Mimari Tasarım Eğitimine Çağdaş Önermeler (pp. 175–184). Yapı Endüstri Merkezi Yayınları.
Pallasmaa, J. (2007). Tenin Gözleri: Mimarlık ve Duyular [The eyes of the skin: Architecture and the senses] (A. U. Kılıç, Trans.). Yem Yayınları.
Rossi, A. (1982). The architecture of the city (P. Eisenman, Trans.). MIT Press. (Original work published 1966)
Ruskin, J. (1880). The seven lamps of architecture (8th ed.). George Allen.
Salama, A. M. (2015). Spatial design education: New directions for pedagogy in architecture and beyond. Ashgate Publishing. https://doi.org/10.4324/9781315610276
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sennett, R. (2008). The craftsman. Yale University Press.
Şevket, Ş. (2001). Trabzon tarihi / İlk Türkçe şehir tarihi [History of Trabzon / The first Turkish city history] ( İ. Hacıfettahoğlu, Ed.), Trabzon Belediyesi Kültür Yayınları.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Uluoğlu, B. (1990). Mimari tasarım eğitimi: Tasarım bilgisi bağlamında stüdyo eleştirileri [Architectural design education: Design knowledge communicated in studio critiques] [Doctoral dissertation, Istanbul Technical University].
Usta, V. (1999). Anabasis’ten Atatürk’e seyahatnamelerde Trabzon [Trabzon in travelogues from Anabasis to Atatürk]. Serander Yayınları, Trabzon.
Üstün Demirkaya, F. (2017). Spatial reflections of social change: The change of urban pattern in the Ottoman Era. Athens Journal of History, 3(3), 205–224. https://doi.org/10.30958/ajhis.3-3-2
Üstün Demirkaya, F., & Durmuş Öztürk, S. (2026). Visual and textual urban narratives through mapping: A case study in architectural design studio. Humanities and Social Science Communication, 13, 1–19. https://doi.org/10.1057/s41599-026-07184-1
Üstün Demirkaya, F., & Kırcı, O. (2020). Travellers who tell about their hometown: Trabzon in the texts of travellers from Trabzon. Selcuk University Journal of Faculty of Letters, 43, 435–466. https://doi.org/10.21497/sefad.756108
Üstün Demirkaya, F., & Tuluk, Ö. İ. (2018). Komnenos Hanedanlığı’ndan Osmanlı’ya Trabzon mahalleleri: Kentsel dinamikler bağlamında bir fiziksel gelişim okuması [Trabzon neighborhoods from the Komnenos Dynasty to the Ottoman period: A reading of physical development in the context of urban dynamics]. Kentsel Morfoloji Sempozyumu, 1.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Yazıcı, M., & Durmuş Öztürk, S. (2017). Collocation reading in architectural texts: Words and codes. Theory and History of Architecture Conference/ARCHTHEO’17 Proceedings, Istanbul, Turkey, (pp. 20–31).
Yılmaz, Ö. (2013). Seyyahların kaleminden bir kentin kimliği: 19. Yüzyıl Trabzon’u örneği [The identity of a city through the eyes of travelers: The case of nineteenth-century Trabzon]. In M. A. Beyhan (Ed.). Geçmişten günümüze seyahatler ve seyahatnameler (pp. 111–140). Kitabevi Yayınları.
Yürekli, İ., & Yürekli, H. (2004). Mimari tasarım eğitiminde enformellik [Informality in architectural design education]. Itüdergisi/a, 3(1), 53–62.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Nedlastinger
Publisert
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2026 Serap Durmus Ozturk, Fulya Ustun Demirkaya, Oguz Kirci, Melis Yazici
Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.
- Forfatteren(e) beholder sin opphavs- og kopieringsrett til eget manuskript, men gir tidsskriftet varig rett til 1) å fremføre manuskriptet for offentligheten i den opprinnelig publiserte digitale form, og 2) å registreres og siteres som første publisering av manuskriptet.
- Forfatteren må selv forvalte sine økonomiske kopieringsrettigheter overfor eventuell tredjepart.
- Tidsskriftet gir ingen økonomisk eller annen kompensasjon for innsendte bidrag, medmindre det er gjort særskilt avtale om dette med forfatteren(e).
- Tidsskriftet plikter å arkivere manuskriptet (inklusive metadata) i den opprinnelig publiserte digitale form, i minst ett dertil egnet åpent tilgjengelig langtidsarkiv for digitalt materiell, som for eksempel i de norske universitetenes institusjonsarkiv innen rammen av NORA-samarbeidet.
Verket vil bli publisert OpenAccess med en Creative Commons 4.0-lisens som tillater alle å lese, dele og tilpasse innholdet, også kommersielt, under lisensvilkårene:
Dette verket må tilskrives/ krediteres på riktig måte, en lenke må gis til CC-BY 4.0-lisensen, og endringer som er gjort må angis på en rimelig måte, men ikke på noen måte som antyder at lisensgiveren støtter deg eller din bruk.
Cited by
