Estranged-gaze pedagogy: Probing architectural computing through multiple ways of seeing

This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital revolution. Design is changing in dramatic ways and architecture is changing with it but a well-defined body of knowledge that can serve as a foundation for digital architectural design has as yet not been established. Relevant concepts, methods and precedents originate in many fields that are typically well beyond the scope of reading suggested to (or encountered by) students of architecture. This material is highly dynamic, often contradictory and, typically, of varying quality. Presenting this developing body of knowledge to students is a difficult challenge. A suitable pedagogical approach ought to reflect the heterogeneous and volatile nature of the contemporary design discourse enabling critical analysis of existing design practices, evidenced defence of on's own creative work and successful communication with many heterogeneous stakeholders