The paper first questions the common classification of architectural education into ‘traditional’ and ‘academic’ categories.
Through an alternative view on various eras of architectural education, and drawing on their respective determinateness or non-determinateness, the paper classifies all architectural education methods into two (new) universal categories of ‘convergent’ and ‘divergent’ methods.
Introduction, analysis, and pathology of the proposed categories form the main body of the paper.
The concluding part of the work points at the deficiencies of the current methods of architectural education in Iran and calls for reconsideration and reconstruction of the corresponding intellectual- philosophical bases which are responsive to the circumstances of the day.
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