Akademik Veri Yönetim Sistemi
Journal of Design for Resilience in Architecture and Planning, sa.6, ss.133-167, 2025 (TRDizin)
This
article investigates the constitutive conditions of urban design pedagogies
through the case of the Middle East Technical University (METU) Master of Urban
Design studios. Drawing on the distinction among pragmatic, normative, and
exploratory pedagogies, the study moves beyond a typological classification to
examine the contextual factors that shape these approaches in practice.
Utilizing archival materials, course documents, interviews, and analyses of
studio outputs, it constructs a periodization of pedagogical approaches and
identifies the intrinsic and extrinsic factors that have informed their
development. The findings highlight how urban design pedagogies are
historically constituted through the dynamic interplay of these conditions,
reflecting evolving contexts rather than fixed or static identities.