Mimarlık eğitiminde toplumsal sorumluluk: İTÜ Mardint tasarım çalışmaları
Social responsibility in architectural education: ITU Mardint design studies
- Tez No: 1019463
- Danışmanlar: PROF. DR. YÜKSEL DEMİR
- Tez Türü: Doktora
- Konular: Mimarlık, Architecture
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2026
- Dil: Türkçe
- Üniversite: İstanbul Teknik Üniversitesi
- Enstitü: Lisansüstü Eğitim Enstitüsü
- Ana Bilim Dalı: Mimarlık Ana Bilim Dalı
- Bilim Dalı: Mimari Tasarım Bilim Dalı
- Sayfa Sayısı: Belirtilmemiş.
Özet
Araştırma, toplumsal sorumluluk temelli eğitim yaklaşımlarının geliştirilmesine katkı sağlamayı amaçlamaktadır. Tezin teorik ve kavramsal çerçevesi oluşturulurken öncelikle toplumsal sorumluluk kavramı incelenmiş; ardından konunun mimarlık gündemini önemli ölçüde etkileyen çeşitli mimari kuruluşlarda nasıl ele alındığı analiz edilmiştir. Mimarlık ortamında giderek daha görünür hale gelen konunun, mimarlık pedagojisindeki açılımlarının sınırlı kalması doldurulması gereken boşluğa işaret etmektedir. Araştırmada İTÜ Mardin Uygulama ve Araştırma Merkezi (İTÜ Mardint) tarafından Mardin'de yürütülen tasarım çalışmalarının potansiyelleri ve sınırlılıkları üzerine bir eylem araştırması gerçekleştirilmiştir. Söz konusu tasarım çalışmaları, bütünleşik stüdyolar ile disiplinler arası kentsel tasarım stüdyolarında gerçekleştirilmiştir. Araştırma, deneyime dayalı eylem araştırması metodolojisiyle yürütülmüş ve karma yöntem yaklaşımı kullanılmıştır. Araştırmanın katılımcıları, öğrenciler, öğretim elemanları, çeşitli paydaş kurumların temsilcileri ve Mardin halkından oluşmaktadır. Çalışmada, sürecin tüm paydaşlarını kapsayan bütüncül bir bakış açısı sunulmaya çalışılmıştır. Bulgular, pedagojik açıdan, çalışmaların mimarın toplumsal rolü ve sorumluluklarına yönelik farkındalığın gelişimine katkı sağladığını göstermektedir. Aynı zamanda, toplum açısından çeşitli sosyo-mekânsal katkılar sunduğunu da yansıtmaktadır. Çalışma, ortaya konulan potansiyeller ve sınırlılıklar üzerinden çeşitli stratejiler önermekte ve deneyimin gelecekteki çalışmalara aktarılmasını mümkün kılmaktadır.
Özet (Çeviri)
Architecture is fundamentally a social act; therefore, every architectural intervention directly affects the daily lives, social relations, and environments of individuals. The theoretical and conceptual framework is established through an examination of the concept of social responsibility, followed by an analysis of how it is addressed within architectural organizations that significantly shape architectural agendas. A review of the founding principles and missions of various national and international architectural bodies, councils, university networks, and award organizations indicates that social responsibility occupies an increasingly central place on the contemporary architectural agenda. Although this topic has gained prominence in the architectural discourse, its integration into architectural pedagogy remains limited, indicating an area for further research. Conventional architectural education predominantly relies on hypothetical design problems that are relatively isolated from real-world social relations and dynamics, highlighting a significant gap in generating direct societal benefits. Addressing this gap, this research aligns with the contemporary mission of universities, which encompasses education, research, and social benefit, by advocating for an educational paradigm centered on community engagement. By shifting from traditional, isolated knowledge production to context-driven, problem-solving models, the study emphasizes the need for universities to actively integrate with society. The conceptual framework of the thesis is grounded in constructivist paradigms, which regard knowledge as a dynamic structure constructed through experience and social interaction. Within this framework, the thesis builds upon David Kolb's experiential learning theory as a flexible and experience-centered model, reconstructing the learning cycle around four core modes tailored for socially responsible architectural education: experience, communication and collaboration, reflection, and social benefit. The study aims to contribute to the advancement of socially responsible educational approaches. Most existing pedagogical studies focus on extracurricular activities like summer schools, volunteering, or short-term workshops. In contrast, this thesis argues for embedding social responsibility systematically into the core, mandatory curriculum to reach all students, rather than leaving it as an optional pursuit. This research examines the potentials and limitations of the design studies conducted by the Istanbul Technical University Mardin Application and Research Center (ITU Mardint) in Mardin. ITU Mardint, which started its activities around 2004 with the question of how a city and a university might establish a relationship, carried out work in collaboration with national and international academic institutions at both the undergraduate and graduate levels. The design studies analyzed in this research were conducted within integrated and interdisciplinary urban design studios. The process is evaluated in three phases. In the integrated studios involving undergraduate students, courses including architectural design, construction project, restoration, and landscape design were taught concurrently to solve spatial problems holistically. Subsequently, studies continued through interdisciplinary urban design studios conducted within a master's program affiliated with the ITU Graduate School. The first and second phases, covering the period between 2005 and 2006, comprised the pioneering studies carried out with undergraduate students, while the third phase, covering the period between 2007 and 2010, involved urban-scale design studies conducted with graduate students. As a multilayered city that has hosted many civilizations and embodies a multilingual, multicultural, and multireligious character, Mardin offered a meaningful contextual ground for this work; its organic urban fabric, together with the pressing needs related to the conservation of cultural heritage, rendered it a significant field for context-based and socially engaged architectural education. The research adopts an experience-based action research methodology. Participants are positioned not merely as objects of information, but as active stakeholders contributing to the interpretation of the experience. Participants of the research include students, faculty members, representatives of stakeholder institutions, and the people of Mardin. In line with the relevant literature and the field data, a continually evolving research and learning cycle was defined, structured around four fundamental modes, namely experience, communication and collaboration, reflection, and social benefit. The principal research question concerns how a socially responsible architectural pedagogy transforms the professional awareness of learners and develops its potential contribution to society, while the specific research question addresses the socio-spatial impacts of the ITU Mardint studios with respect to social responsibility within the dimensions of experience, communication and collaboration, reflection, and social benefit. These guiding questions were investigated through sub-questions associated with each mode, ranging from how the experience reshaped awareness of the social role and responsibilities of the architect to the socio-spatial contributions that the studies provided to the community. The study provides a holistic perspective encompassing all actors involved in the process. The findings demonstrate that, from a pedagogical perspective, these studies contribute to the development of architects' awareness of their social roles and responsibilities, with the experience, communication and collaboration, and reflection dimensions of the cycle playing a notable role in this development. They also reflect diverse socio-spatial contributions from community perspectives, concentrated in such areas as the conservation of historic and cultural heritage, indirect contributions to tourism and the local economy, the value of architectural and urban design work, and shifts in the perspectives of participants. By bringing together students, faculty members, institutional representatives, local authorities, and residents, the studies established a ground for communication and collaboration and strengthened positive perceptions of university-community cooperation. At the same time, the findings reveal certain limitations, including discontinuities arising from changing circumstances and shifts in institutional management, gaps in communication and information flow among stakeholders, organizational shortcomings, occasionally insufficient academic guidance, and the fact that many design proposals remained unimplemented student works. Based on the identified potentials and limitations, the study proposes strategic directions. The proposed directions include structuring locally based, university-supported application and research centers as permanent units; integrating social responsibility throughout architectural education rather than confining it to isolated studios; bringing theory and practice together through field-based processes; incorporating disciplines such as history, sociology, and psychology in order to strengthen the interdisciplinary character of the work; establishing archives and feedback mechanisms; building networks that sustain communication among participants and across comparable initiatives in different regions; and developing economic and institutional support, including sponsorship collaborations, to ensure sustainability. Overall, the findings indicate that work focused on socio-spatial needs within real-life conditions supports the formation of socially responsible professional attitudes and offers epistemological insights and pedagogical openings. In this regard, this experience offers a foundation that can inform context-specific approaches in different educational settings. Moreover, the thesis does not present a single method as the only valid path; rather, it argues that social responsibility can be constructed in diverse ways according to specific situations, contexts, and pedagogical approaches, and that future work should be enriched with multifaceted paradigms and models so that the subject can be embedded systematically across architectural education programs.
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