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Prior to the 20th century the picture of a pre-designed universe was paralleled by the idea that only an external authority, like a deity or a scientific system of verification, could confirm what was or was not genuine knowledge. Today, the idea that knowledge and external authority are symbiotic partners continues to buttress descriptions of teaching and learning within the university design studio. Some observers believe that architects possessing privileged knowledge are entitled to count or dismiss what a student knows based on the extent that a student's performance of a design task complies with teacher expectations. Louis Sullivan's and William James's writings reveal an alternative picture in which a person's presence within their own body-in-the-world experiment is the entire basis for knowledge made inside of experience. Knowledge in design education, rather than requiring a body of knowledge, emerges within an experiential interaction in which teacher and student make meaning of their relationship with one another. (Author/MM)

This publication contains the proceedings of a symposium concerning the liberal education of architects. The papers and addresses included are: "Prefatory Remarks to the Symposium" (S. Grabow); "Keynote Address" (W. McMinn); "Invited Position Papers" (D. Ghirardo; J. Hartray; R. Bliss); "A Liberal Education for Architects" (R. Allen); "On the Liberal Education of Architects" (N. Clouten; C. Jetter); "Architecture and the Liberal Arts: A Case Study in the Acquisition of an Education" (J. Coddington); "From a Historian's Point of View" (H. Cooledge, Jr.); "Who Should Shape Architectural Education? The Liberal Arts Graduate" (D. Domer); "A Definition of the Comprehensivist" (W. Drummond); "Learning From the Liberal Arts" (E. Dunham-Jones); "A Liberal Education for Architects" (P. Fast); "The Liberal Education of Architects: A Reflection" (H. Gottfried); "Defining Liberal Education in the Context of Architectural Education" (L. Groat); "Should an Architectural Education Require or Include a Prerequisite and Formal Liberal Education" (A. Johns, Jr.); "Clarity, Reflection, and Accountability: The Nature of Architectural Education" (M. Malecha); "Somewhere Over the Rainbow...A Liberal View of Architectural Education" (G. McSheffrey); "Communication Approach in Architectural Education" (A. Minai); "The Disciplined Imagination: A Case for the Emancipation of Architectural Education" (M. Quantrill); "Aspiring to Liberal Education" (G. Richardson); "On the Liberal Education of Architects" (C. Sanchez); "Thoughts on Architectural Education" (D. Sander); "The Practice of Placemaking and Placetaking as a Liberal Art" (R. Shibley); "Some Notes on the Liberal Education of Architects" (A. Stamps); "The Liberal Education of the Architect" (W. Steward); and "The Architectural Education of the Liberal Arts Student" (R. Vickery). A bibliography and list of symposium participants also are included. (DB)

Our judicial system has upheld the rights of all young people, no matter what the severity of their learning problems, to equal treatment, education, and opportunity. It is proving possible to accommodate a broad range of exceptional children in the educational mainstream, with emphasis not on how a child is disabled but on the specific characteristics of his learning abilities and constraints. A central concern is to relate the educational and architectural professions in ways that can deal most productively with the needs of exceptional children and of special education. A few specific guidelines are offered for designing or renovating a facility to accommodate special education. (Author/MLF)

Economical design and smooth functioning of libraries require detailed preplanning before the architect begins to draw. This preplanning and coordination can be facilitated by an interior designer deft in communication skills and willing to become acquainted with library functions. Flow charts, spatial analysis, and layouts are useful tools to ensure that architectural designs reflect the needs of their eventual users. This monograph discusses preplanning and design of libraries, appropriateness of library environment, and possible ways to reorganize the structure of community libraries. (EMH)

Citation analyses are used to investigate the influence of architect Christopher Alexander over the period of 1964- 2014. Alexander's work has been so influential that he has been cited by nearly 2000 source items in the Web of Science Core Collection, by Thomson Reuters. Alexander's work has had a profound interdisciplinary reach. Citation analyses reveal that scholars in computing disciplines have cited Alexander's work more than scholars in any other discipline including architecture. Alexander's most cited work, A Pattern Language, is one of two volumes that Alexander refers to as an indivisible whole. These analyses reveal very different citation patterns for the two volumes of this indivisible whole. Although the difference is measurable, in terms of number of citations, we cannot say why this is so. However, the results of these analyses raise several questions including why we, as a community, have for the most part cited only a piece of this indivisible whole. The citation patterns support that this series has been largely reduced to one of its parts, when possibly the whole is greater than the sum of its parts or one of its parts. In this paper I propose that we might begin to see the potential benefits of pattern languages in computing disciplines when we take holistic approach, considering and applying the theory as described in all of the volumes in the series. [ABSTRACT FROM AUTHOR]