آمار

تعداد نشریات13
تعداد شماره‌ها238
تعداد مقالات2,418
تعداد مشاهده مقاله3,962,363
تعداد دریافت فایل اصل مقاله2,874,084
هاشم پور, پریسا, احمدی, معصومه, ندیمی, حمید. (1398). کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی. فناوری آموزش, 13(3), 672-686. doi: 10.22061/jte.2018.3574.1902
پریسا هاشم پور; معصومه احمدی; حمید ندیمی. "کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی". فناوری آموزش, 13, 3, 1398, 672-686. doi: 10.22061/jte.2018.3574.1902
هاشم پور, پریسا, احمدی, معصومه, ندیمی, حمید. (1398). 'کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی', فناوری آموزش, 13(3), pp. 672-686. doi: 10.22061/jte.2018.3574.1902
هاشم پور, پریسا, احمدی, معصومه, ندیمی, حمید. کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی. فناوری آموزش, 1398; 13(3): 672-686. doi: 10.22061/jte.2018.3574.1902

کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی

فناوری آموزش
مقاله 16، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 672-686    اصل مقاله (727.29 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/jte.2018.3574.1902
نویسندگان
پریسا هاشم پور* 1؛ معصومه احمدی1؛ حمید ندیمی2
1گروه معماری و شهرسازی، دانشکده معماری و شهرسازی، دانشگاه هنر اسلامی تبریز. ایران
2گروه معماری، دانشکده معماری و شهرسازی، دانشگاه شهید بهشتی ، تهران، ایرن
تاریخ دریافت: 05 خرداد 1397،  تاریخ بازنگری: 06 مهر 1397،  تاریخ پذیرش: 16 مهر 1397 
چکیده
پیشینه و اهداف: بسیاری از روانشناسان شناخت‌گرا بر یکپارچه‌سازی وجوه شناختی و عاطفی آدمی تأکید می‌کنند. از میان نظریات مطرح‌شده در این راستا به‌ویژه در عرصه آموزش و یادگیری، نظریه معطوف به مفهوم"هوش عاطفی"شایان توجه است. این مفهوم تفاوت‌های افراد را در درک، پردازش و استفاده از اطلاعات عاطفی در فرایند شناخت و تفکر تبیین می‌کند. بررسی‌ها نشان می‌دهند که این تفاوت‌ها پیش‌بینی کننده‌ای قوی از موفقیت افراد در تحصیل، حرفه و حتی زندگی آن‌ها به شمار می‌رود. پژوهش‌های بسیاری از تأثیر قابل‌توجه هوش عاطفی بر دست‌آوردهای مهم زندگی، ازجمله سلامت روانی و جسمی، عملکرد کاری، پیشرفت تحصیلی و روابط اجتماعی خبر‌‌داده‌اند. این در حالی است که بسیاری از مهارت‌های هوش عاطفی آموختنی هستند و با آموزش و تمرین می‌توان سطح این توانایی را در افراد ارتقا داد. اما مسئله اینجاست که با توجه به تاکید سنتی مدارس و دانشگاه‌ها به آموزش‌های علمی صرف، دروس عمومی و اختصاصی گذرانده‌شده در دوره‌های آموزشی رسمی در رشته‌های گوناگون از جمله معماری، معمولاٌ این نوع توانایی را مورد توجه قرار نمی‌دهند
روش ها: این پژوهش با رویکردی توصیفی-تحلیلی و با روش استدلال منطقی، با هدف درک نقش هوش عاطفی در اثربخشی آموزش معماری و به‌طور خاص آموزش طراحی معماری در کارگاه طراحی انجام‌شده است. در این راستا نقش هوش عاطفی شاگردان و اساتید معماری در مسائل مربوط به یادگیری ازجمله سازگاری، مشارکت و انگیزش و نیز در تفکر طراحی شاگردان معماری موردبررسی قرارگرفته است.
یافته‌ها: نتایج نشان می‌دهد سطح هوش عاطفی شاگردان و حتی اساتید معماری می‌تواند به‌عنوان عاملی تعیین‌کننده در موفقیت شاگردان معماری به‌حساب آید. از سوی دیگر، ازآنجاکه پژوهش‌ها از قابلیت ارتقاء هوش عاطفی خبر می‌دهند؛ می‌توان سازوکارهایی را برای ارتقاء هوش عاطفی شاگردان معماری  پیشنهاد کرد تا به‌عنوان راهکاری مؤثر برای یکپارچه‌سازی وجوه شناختی و عاطفی در برنامه کارگاه‌های طراحی معماری گنجانده شود.
نتیجه‌گیری: با پیش‌رو قرار دادن نقش مهم هوش عاطفی در اثربخشی آموزش طراحی، می‌توان بر ورود چنین برنامه‌هایی در این عرصه تأکید کرد. به نظر می‌رسد اگر چنانچه برنامه‌ مداخله‌ای بر اساس بنیان‌های نظری قوی تهیه و توسط اساتیدی که خود ازنظر عاطفی در سطح بالایی قرار دارند اجرا گردد؛ ارتقاء هوش عاطفی شاگردان معماری و به‌تبع آن یادگیری و موفقیت بیشتر آن‌ها را در حرفه می‌توان انتظار داشت. روشن است تدوین برنامه مداخله پاسخگو به الزامات عاطفی عرصه آموزش طراحی معماری، تدوین تمرینات آن بر اساس بنیان‌های نظری و یافته‌های تجربی معتبر و همچنین فراهم آوردن موقعیت‌هایی برای تمرین مهارت‌های عاطفی در جریان فعالیت‌های کارگاه، به پژوهش گسترده‌ای نیاز دارد. اما در این مجال، بر اساس آنچه در مقاله حاضر عنوان شد، می‌توان ادعا کرد که رویکرد مبتنی بر توانایی هوش عاطفی، قابلیت مناسبی برای تنظیم چارچوب این برنامه فراهم می‌آورد. در جهت اجرایی‌کردن و مطابقت هرچه بیشتر برنامه با نیازهای عاطفی کارگاه طراحی نیز می‌توان تدوین برنامه و تمرینات آن را بر احساسات عمده تجربه‌شده در کارگاه، که شناسایی آن‌ها نیز نیازمند پژوهش‌های آتی است، مبتنی کرد و برنامه را در کارگاه‌های دوره‌های پایه اجرا نمود.
کلیدواژه‌ها
هوش عاطفی؛ الزامات؛ آموزش طراحی معماری؛ تفکر طراحی؛ برنامه مداخله
موضوعات
رویکردهای نوین آموزشی
عنوان مقاله [English]
Application of Emotional Intelligence in the Process of Architectural Design Education: An inquiry in the requirements of architectural discipline with reference to emotional skills
نویسندگان [English]
P. Hashempour1؛ M. Ahmadi1؛ H. Nadimi2
1Department of Architecture & Urbanism, Architecture & Urbanism Faculty, Tabriz Islamic Art University, Tabriz, Iran
2Department of Architecture, School of Architecture and Urban Planning, Shahid Beheshti University , Tehran. Iran
چکیده [English]
Background and Objective:Many cognitive psychologists put emphasis on an integrative view of cognitive and affective faculties of the mind. In the course of theoretical developments in the above area, theorizing on the concept of "emotional intelligence" is considerable. The concept of emotional intelligence explains how people are different in perceiving, processing, and using emotional information in the process of cognition and thinking. Studies show that those differences are strong predictors of the individuals’ success in their education, profession, and even their lives, architectural student is no exception. Many studies have reported the significant impact of emotional intelligence on important life outcomes, including mental and physical health, work performance, academic achievement, and social relationships. However, many emotional intelligence skills are learnable and can be improved through training and practice. But the problem is that due to the traditional emphasis of schools and universities on mere scientific education, general and specialized courses taken in formal education courses in various disciplines, including architecture, usually do not consider this type of ability.
Methods: The present study- with a descriptive-analytical approach and using logical reasoning method, explores the role of emotional intelligence in developing an effective architectural education, particularly at the design studio context. In this regard, a study was conducted on how emotional intelligence influences the students’ design thinking, as well as those properties that affect the process of learning, such as adaptability, engagement, and motivation.
Findings:Given the possibility of nurturing the emotional intelligence, maintained by the research findings, teaching tactics can be developed to enhance emotional intelligence of design students as an effective way to integrate cognitive and affective aspects in the course of design studio instruction.
Conclusion:By prioritizing the important role of emotional intelligence in the effectiveness of design education, we can emphasize the entry of such programs in this field. It seems that if an intervention program is prepared based on strong theoretical foundations and implemented by professors who are themselves at a high emotional level; improving the emotional intelligence of architecture students and consequently their learning and further success in the profession can be expected. It is clear that the development of an intervention program that responds to the emotional requirements of the field of architectural design education, the development of its exercises based on theoretical foundations and valid experimental findings, as well as providing opportunities to practice emotional skills during workshop activities, requires extensive research. But in this case, based on what was stated in the present article, it can be claimed that the approach based on the ability of emotional intelligence, provides a good potential to set the framework of this program. In order to implement and adapt the program as much as possible to the emotional needs of the design workshop, the program can be based on the main emotions experienced in the workshop, the identification of which also requires future research, and the program can be implemented in basic workshops

کلیدواژه‌ها [English]
Emotional intelligence, Requirements, Architectural Design Education, Design Thinking, Intervention Program
مراجع

 

[1] Sutton RE, Wheatley KF. Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review. 2003; 15(4): 327-358.

[2] Dolan RJ.). Emotion, cognition, and behavior. Science. 2002;  298(5596): 1191-1194.

[3] Compton R J. The interface between emotion and attention: A review of evidence from psychology and neuroscience. Behavioral and Cognitive Neuroscience Reviews; 2003; 2(2): 115-129.

[4] Damasio AR, Sutherland S. Descartes' Error: Emotion, Reason and the Human Brain. Nature. 1994; 372(6503): 287-287.

[5] Salovey P, Mayer JD Emotional intelligence. Imagination, Cognition and Personality. 1989; 9(3): 185-211.

[6] Lazarus RS. Progress on a cognitive-motivational-relational theory of emotion. American Psychologist. 1991; 46(8): 819.

[7] Spendlove D. A Conceptualisation of Emotion within Art and Design Education: A Creative, Learning and Product‐Orientated Triadic Schema. International Journal of Art & Design Education. 2007; 26(2):155-166.

[8] Gardenswartz L, Cherbosque J, Rowe A. Emotional Intelligence for Managing Results in a Diverse World: The Hard Truth about Soft Skills in the Workplace.

US: Nicholas Brealey; 2010.

[9] Ebrahimi H. [Translation of What is EQ and why is it More Important than IQ?]. Bradberry T, Graves J (Authors). Tehran: New Generation Publication; 2008.  Persian.

[10] Chularee S, Chularee T. Curriculum development of successful intelligence promoting for nursing students. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering. 2012; 6(11): 2893-2897.

[11] Saam A. Need to develop emotional intelligence in planning engineering education. Journal of Engineering Education. 2009;43(11):.131-149.

[12] Mo YY. Measuring and enhancing the emotional intelligence of built environment students (Doctoral dissertation). Loughborough University Institutional Repository; 2010.

[13] Pad I. [Trasnlation of Applying Emotional Intelligence] Ciarrochi J, Mayer JD. (Authors). Tehran: Public Joint Stock Company; 2009

[14]Bond B, Manser R. Emotional  intelligence interventions to increase studentsuccess. Toronto: Higher Education Quality Council of Ontario; 2009.

[15] Boyatzis RE, Stubbs EC, Taylor SN. Learning cognitive and emotional intelligence competencies through graduate management education. Academy of Management Learning & Education. 2002; 1(2): 150-162.

[16] Parker JD, Summerfeldt LJ, Hogan MJ, Majeski S. A. Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences. 2004; 36(1): 163-172.

[17] Vandervoort DJ. The importance of emotional intelligence in higher education. Current Psychology. 2006; 25(1): 4-7.

[18] Freshwater D, Stickley T. The heart of the art: emotional intelligence in nurse education. Nursing Inquiry. 2004; 11(2): 91-98.

[19] Nelis D, Quoidbach J, Mikolajczak M, Hansenne M. Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences. 2009; 47(1): 36-41.

[20] Sezer FS, Erbil Y, Murat D. A Study in the correlation of emotional intelligence and academic achievement in architecture education. International Refereed Journal of Design and Architecture. 2016; 7

[21] Erbil Y, Murat D, Sezer FŞ. The relationship between emotional intelligence and burnout levels among architecture students. Megaron. 2016; 11(4): 491-501.

[22] Nazidizaji S, Tomé A, Regateiro F. Search for design intelligence: A field study on the role of emotional intelligence in architectural design studios. Frontiers of Architectural Research. 2014; 3(4): 413-423.

[23] Osborne L, Crowther P. Butterpaper, sweat & tears: The affective dimension of engaging students during the architectural critique. Proceedings of Association of Architecture Schools of Australasia, 18-21 September 2011, Deakin University, Geelong, VIC; 2011.

[24] Birer E. An evaluation of the effect of emotional intelligence on achievement orientation in architectural design education. Gazi University Journal of Science. 2012; 25(2): 541-553.

[25]Nazidizaji S. Relationship between emotional intelligence and design skills in architecture students, Technology of Education. 2012; 7(2): 109-120. Persian.

[26] Picard RW, Papert S, Bender W, Blumberg B, Breazeal C, Cavallo D, Strohecker C. Affective learning—a manifesto. BT Technology Journal. 2004; 22(4): 253-269.

[27] Dai DY, Sternberg RJ. Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development. In David Yun Dai and Robert J. Sternberg. (Eds.): Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development. UK: Routledge; 2004.

[28] Falahati Novin M. [Translation of  Six Thinking Hats]. De Bono E. (Author). Tehran: Bam Publication; 2012. Persian.

[29] Yang IMH, Damasio A. We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education. 2007; 1(1): 3-10.

[30] Goleman D. Emotional Intelligence.Why it Can Matter More Than IQ. New York: Bantam; 1995.

[31] Gardner H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books; 1983.

[32] Mayer JD. Emotion, intelligence, and emotional intelligence. In J. P. Forgas (Ed.), Handbook of Affect and Social Cognition (pp. 410-431). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers; 2001.

[33] Brackett MA, Lopes PN, Ivcevic Z, Mayer JD, Salovey P. Integrating emotion and cognition: The role of emotional intelligence. In Dai, D. Y., & Sternberg, R. J. (Eds.) Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development. UK: Routledge; 2004

[34] Mayer DJ, Salovey P, Caruso RD. Models of emotional intelligenc, In R.J. Sternberg (ed.): Handbook of Intelligence (pp. 396-420), New York: Combridge University Press; 2000.

[35] Malhotra, R. Role of emotional intelligence in higher education with emphasis on teachers training, IJSR - International Journal of Sientific Research. 2014; 3(11):

[36] Öhman A, Flykt A, Esteves F. Emotion drives attention: detecting the snake in the grass. Journal of Experimental Psychology: General. 2001; 130(3): 466.

[37] Bar-On R. Emotional and Social Intelligence: Insights From the Emotional Intelligence Inventory (EQ-I). Handbook of emotional intelligence. San Francisco: Jossey-Bass; 2000.

[38] Goleman D. An EI-based theory of performance. In D. Goleman, & C. Cherniss (Eds.):  The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations, 1, 27-44. San Francisco, CA: Jossey-Bass; 2001.

[39] Ahmadi P, Alamzadeh N.    Emotional Intelligence. Tehran, Office of Cultural Research; 2017. Persian.

[40] Freedman J, Jensen A. A case for emotional intelligence in our schools. Six seconds: The Emotional Intelligence Network; 2008.

[41] Mangal SK. Essentials of Educational Psychology. Delhi: PHI Learning Private Limited; 2007.

[42] Cross N, Dorst K, Roozenburg N. (Eds.). Research in Design Thinking: Proceedings of a Workshop Meeting Held at the Faculty of Industrial Design Engineering, Delft University of Technology, the Netherlands, May 29-31, 1991. Delft University Press; 1992.

[43] Lawson B. How Designers Think: The Design Process Demystified. Routledge.Chicago; 2006.

[44] Sharif HR. Architectural design process and critical thinking: the synergy critical thinking and creative thinking. (doctoral dissertation),Shahid Beheshti University. Tehran; 2009. Persian.

[45] Blumenfeld PC, Soloway E, Marx RW, Krajcik JS, Guzdial M, Palincsar A. Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist. 1991; 26(3-4): 369-398.

[46] Finn JD, Zimmer KS. Student engagement: what is it? why does it matter? In Sandra L. Christenson, Amy L. Reschly and Cathy Wylie (Eds): Handbook of Research on Student Engagement (pp. 97-131). Springer US; 2012.

[47] Harper SR, Quaye SJ. Beyond sameness, with engagement and outcomes for all. In S.J.Quaye & S.R. Harper’s (Eds.): Student Engagement in Higher Education (pp. 1–15). New York: Routledge; 2009.

[48] Petrovici A, Dobrescu T. The role of emotional intelligence in building interpersonal communication skills. Procedia-Social and Behavioral Sciences. 2014; 116: 1405-1410.

[49] Bekerman Z, Zembylas M. Emotion, emotional intelligence and motivation. In Psychologized Language in Education (pp. 67-78). Palgrave Macmillan, New York; 2018.

[50] Christie A, Jordan P, Troth A, Lawrence S. Testing the links between emotional intelligence and motivation. Journal of Management & Organization. 2007; 13(3): 212-226.

[51] Amabile TM. Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology. 1985; 48(2): 393.

[52] Runco MA, Albert RS. (Eds.). Theories of Creativity (Vol. 990). Newbury Park, CA: Sage; 1990.

[53] Isen A, Daubman K, Nowicki GP. Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology. 1987; 52: 1122- 1131.

[54] Facione P. Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report); 1990.

[55] Simpson ER, Mary Courtney R. Critical thinking in nursing education: Literature review. International Journal of Nursing Pactice. 2002; 8(2), 89-98.

[56] Chiu YCJ. Exploring student and teacher interactions for critical thinking in face to face and online environments in an EFL course in Taiwan.(doctoral dissertation), University Fitzroy, Victoria, Australian; 2006.

[57] Webster H. The analytics of power: Re-presenting the design jury, Journal or Architectural Education. 2007; 60(3): 21- 27.

[58] Sharif HR. Critical thinking and assessment of the concept of architectural design, Soffeh Journal. 2010;   21(53): 53. Persian.

[59] Salama AM, El-Attar MST. Student perceptions of the architectural design jury. International Journal of Architectural Research. 2006;  4(2): 174-200.

[60]Brackett MA, Katulak NA. Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide (p. 1–27). Psychology Press; 2007.

[61] Oberst U, Gallifa J, Farriols N, Vilaregut A. Training emotional and social competences in higher education: The seminar methodology. Higher Education in Europe. 2009; 34(3-4): 523-533.

[62] Short E, Kinman G, Baker S. Evaluating the impact of a peer coaching intervention on well-being amongst psychology undergraduate students. International Coaching Psychology Review. 2010; 5(1): 27-35.

[63] Yilmaz M. The effects of an emotional intelligence skills training program on the consistent anger levels of Turkish university students. Social Behavior and Personality: An International Journal. 2009; 37(4): 565-576.

[64] Pertegal-Felices ML, Marcos-Jorquera D, Gilar-Corbi R, Jimeno-Morenilla A. Development of emotional skills through interdisciplinary practices integrated into a university curriculum. Education Research International. 2017; Article ID 6089859

[65] Demirbas OO, Demirkan H. Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction. 2007; 17(3): 345-359.

[66] Evans P. Is there a link between problem-based learning and emotional intelligence? Kathmandu University Medical Journal. 2009;7(1): 4-7.

[67] Keller JM. Motivational design of instruction. In C. M.. Reigeluth (Ed.): Instructional Design Theories and Models: An Overview of Their Current Status. 1(1983), 383-434. Hillsdale, NJ: Lawrence. Erlbaum Associates; 1983.

[68] Yazici, Y. E., & Töre, E, (2014). Learning by doing in architectural education: From urban design to architectural design, Yenikapi-Inebey Case Study. Egitim ve Bilim; 39(175): 296-308.

[69] Bar-On, R. (2007). How important is it to educate people to be emotionally intelligent, and can it be done? (Eds.) Educating People to Be Emotionally Intelligent. US:Praeger.

[70] Malekian M. The collection of applied ethics sessions (Seven sessioons). First Session. @mostafamalekian; 2010.

[71] Nadimi H. Apprenticeship method, a second view, Fine Arts Journal- Architecture and Urban Design. 2010; 44:27-36. Persian.

[72] Nadimi H. An investigation into the integrity of action and theory in architecture education(Not-Published), A new edition of the article: Focuses on the issue of integrating in architecture education, The Letter of Art Journal. 2014; 1. Persian.

 

آمار
تعداد مشاهده مقاله: 2,101
تعداد دریافت فایل اصل مقاله: 1,269


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب