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Knowledge-Based Urban Design in the Architectural Academic Field
Abstract
This chapter focuses on the theory of knowledge-based urban design as a tool for intellectual literacy in architecture schools. It explores the extent of the current knowledge effects in the educational process by knowing the experience gained by the students during the current learning plans, as opposed to what the urban designer should know. The dilemma is what could happen if the experts in the relevant disciplines of urban design do not accept such a paradigm shift or even recognize that there is intellectual illiteracy in a particular discipline and closely relevant fields by discussing some features of intellectual illiteracy in the academe of some developing countries. These features could provide a ground for accepting this theory. Furthermore, the chapter helps to present what can reduce the alleged intellectual illiteracy. In conclusion, this chapter provides an experimental attempt to explore the relationship between illiteracy of thought and mental ability among professionals in the field of urban design to raise their intellectual and cognitive competence.
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