Based on an ethnographic study on studio teaching at five leading European architecture schools, the paper at hand identifies three repeatedly occurring deficiencies (as well as one related problem) in the teaching of architectural design. Drawing on empirical data, the paper describes how ‘epistemic positions’ are shifted without reflection, that serious efforts at translating tacit into propositional knowledge are (too) scarce, and how procedures are not rigorously linked to the respective objects of study. In addition to tackling these three deficiencies, the paper calls for developing corresponding ways of critique assessment that reflect the aspired improvements.

中文翻译：

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什么可能出错？建筑设计教学中反复出现的不足三例

基于对欧洲五所领先建筑学校工作室教学的民族志研究，本文确定了建筑设计教学中反复出现的三个缺陷（以及一个相关问题）。本文利用经验数据，描述了“认知立场”如何在没有反思的情况下发生转变，将默契转化为命题知识的认真努力（太）缺乏，以及程序如何与各自的研究对象没有严格联系。除了解决这三个缺陷之外，本文还呼吁制定相应的批评评估方法，以反映所期望的改进。