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The volume addresses the hybridisation of knowledge production in space-related research. In contrast with interdisciplinary knowledge, which is primarily located in scholarly environments, transdisciplinary knowledge production entails a fusion of academic and non-academic knowledge, theory and practice, discipline and profession. Architecture (and urbanism), operating as both a discipline and a profession, seems to form a particularly receptive ground for transdisciplinary research. However, this specificity has not yet been developed into a full-fledged, unique mode of knowledge production.   In order to dedicate specific attention to transdisciplinary knowledge production, this book aims to explore (new) hybrid modes of inquiry that allow many of architecture’s longstanding schisms to be overcome: such as between theory/history and practice, critical theory and projective design, the adoption of an external viewpoint and a view-from-within (often under the guise of bottom-up vs. top-down). It therefore offers the reader a mix of contributions that elaborate on knowledge production that is situated in the (architectural and urban) profession or practice, and on practice-based approaches in theory. Nel Janssens is an architect-spatial planner, teaching at the Sint-Lucas Department of Architecture Brussels and Ghent. She worked as an architect at T.O.P.office/Luc Deleu in Antwerp. Currently she conducts doctoral research at Chalmers University of Technology, Göteborg and the Sint-Lucas School of Architecture, Brussels/Ghent. The topic of her thesis is ‘Projective Research in Urbanism’. Isabelle Doucet is a Lecturer in Architecture and Urbanism at the University of Manchester, School of Environment and Development (SED) and the Manchester Architecture Research Centre (MARC). She received her PhD from the Delft University of Technology, Architecture Theory, with Prof. Arie Graafland. Her recent publications include, co-edited with Kenny Cupers, the fourth issue of Footprint Journal, on the theme ‘Agency in Architecture: Reframing Criticality in Theory and Practice?’.

architectuur --- ruimtelijke ordening --- culturele antropologie --- Ethnology. Cultural anthropology --- Environmental planning --- Architecture --- social anthropology --- architecture [discipline] --- comprehensive plans [reports] --- City planning --- Regional planning --- Urbanisme --- Aménagement du territoire --- Study and teaching --- Etude et enseignement --- EPUB-LIV-FT LIVINGEN SPRINGER-B --- Aménagement du territoire --- Étude et enseignement --- 373.67 --- 001.8 --- 001 --- 378.012 --- 378:72 --- 7.071 --- 72.01 --- 72.01 Architectuurtheorie. Bouwprincipes. Esthetica van de bouwkunst. Filosofie van de bouwkunst --- Architectuurtheorie. Bouwprincipes. Esthetica van de bouwkunst. Filosofie van de bouwkunst --- 7.071 Creatieve en vertolkende bezigheden in verband met kunst. Activiteiten van beroepsartiesten --- Creatieve en vertolkende bezigheden in verband met kunst. Activiteiten van beroepsartiesten --- 001.8 Methodologie in de wetenschap --- Methodologie in de wetenschap --- 378.012 Onderwijsresearch: hoger onderwijs. --- 378.012 Wetenschappelijk onderwijs: onderzoek van --- Onderwijsresearch: hoger onderwijs. --- Wetenschappelijk onderwijs: onderzoek van --- 378:72 Hoger onderwijs. Universitair onderwijs --(algemeen)-:-Architectuur. Bouwkunst --- Hoger onderwijs. Universitair onderwijs --(algemeen)-:-Architectuur. Bouwkunst --- Architectuuronderzoek --- Onderzoek (architectuur) --- Onderzoek (stedenbouw) --- Onderzoeksmethodologie --- Wetenschappelijk onderzoek --- Aménagement du territoire. --- Étude et enseignement. --- Human Geography. --- Regional planning. --- Culture-Study and teaching. --- Landscape/Regional and Urban Planning. --- Regional and Cultural Studies. --- Regional development --- State planning --- Human settlements --- Land use --- Planning --- Landscape protection --- Anthropo-geography --- Anthropogeography --- Geographical distribution of humans --- Social geography --- Anthropology --- Geography --- Human ecology --- Government policy --- 72.01 Theory and philosophy of architecture. Principles of design, proportion, optical effect --- Theory and philosophy of architecture. Principles of design, proportion, optical effect --- Human geography. --- Urban planning. --- Culture—Study and teaching. --- Cities and towns --- Civic planning --- Land use, Urban --- Model cities --- Redevelopment, Urban --- Slum clearance --- Town planning --- Urban design --- Urban development --- Urban planning --- Art, Municipal --- Civic improvement --- Urban policy --- Urban renewal --- Management --- Study and teaching.

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Research in the creative fields of architecture, design, music and the arts has experienced dynamic development for over two decades. The research in these practice- and arts-based fields has become increasingly mature but has also led to various discussions on what constitutes doctoral proficiency in these fields. The term 'doctorateness' is often used when referring to the assessment of the production of doctoral research and the research competence of research students, but in architecture and the arts, the concept of doctorateness has not yet attained a clearly articulated definition. The assessment of quality has been practiced by way of supervising, mentoring and the evaluation of dissertations but much less discussed. This book offers perspectives on how to qualify and assess research in architecture, music and the arts. It creates a broader arena for discussion on doctorateness by establishing a framework for its application to creative fields. The book is grouped into three sections and includes contributions from international experts in the various fields working in Australia, Belgium, Brazil, Canada, Norway, Sweden, Switzerland, Spain, the Netherlands and the UK. The first section offers general frameworks for further conceptualising doctorateness in the fields in question. It is followed by a section that describes and discusses various experiences, concerns and visions on the production and assessment of doctoral research reporting from doctoral programmes in different stages of development. The third section includes future-oriented perspectives on knowledge-building processes, and asks how the ongoing, profound changes in academia could influence the concept of quality in both doctoral process and product. The book presents different perspectives on research assessment practices and developments of relevant criteria in the practice-based and creative fields of architecture and the arts. The contributions propose ways of framing this issue conceptually, show the need for awareness of the specific context and tradition programmes develop and give proposals for various potential trajectories for the future.

Arts --- Doctor of arts degree --- Doctorants --- Study and teaching (Graduate) --- Research --- Evaluation --- Étude et enseignement (2e et 3e cycles) --- Recherche --- Évaluation --- Doctor of arts degree. --- Evaluation. --- Architecture --- Doctorat en arts --- Study and teaching --- Study and teaching (Higher) --- Etude et enseignement --- Etude et enseignement (Supérieur) --- art education --- Music --- Science --- Didactics of the arts --- research [function] --- Etude et enseignement (Supérieur) --- Arts, Doctor of --- Research&delete& --- Degrees, Academic --- Arts, Fine --- Arts, Occidental --- Arts, Western --- Fine arts --- Humanities --- Évaluation. --- Doctorants. --- 7.073 --- 373.67.01 --- Kunst ; onderzoek in de kunsten, ontwerpproblemen --- Onderwijs ; kunst- architectuuronderwijs ; beschouwingen --- Arts, Primitive --- 373.67.04 --- Onderwijs ; kunst- architectuuronderwijs ; onderzoek in de kunsten ; architectuuronderzoek ; doctoraatsonderzoek --- D.A. degree --- DA degree --- Arts - Study and teaching (Graduate) --- Arts - Research - Evaluation. --- Étude et enseignement (2e et 3e cycles) --- Évaluation.

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Bij de start van het afstudeerproject heb ik volgende hoofdvraag gesteld: 'Hoe kan een kleuterleerkracht langdurig thematisch werken rond textiel met de oudste kleuters?' In de kleuterklassen wordt er nog zelden gewerkt rond textiel, daar waar dit onderwerp vele elementen met zich meedraagt die de ontwikkeling, de betrokkenheid en het welbevinden van de kleuters ten goede komt. Hoe textiel een gunstige bijdrage kan leveren aan de cognitieve, sensomotorische en psychosociale ontwikkeling heb ik in het project 'Van naaldje tot draadje' uitgewerkt. Allereerst heb ik theoretisch onderzoek verricht omtrent het onderwerp. Ik heb een antwoord gezocht op talrijke deelvragen, namelijk: Wat is textiel? Hoe wordt textiel omgevormd tot kledij? Hoe is kledij verbonden met de modewereld? De antwoorden op bovenstaande vragen staan uitgebreid geformuleerd in een theoretisch deel dat na te lezen is in een aanvullende handleiding met als titel 'Van naaldje tot draadje, deel 1 theorie'. Dit theoretisch deel kan als hulpmiddel ter kennisverrijking gebruikt worden door kleuterleerkrachten bij de uitwerking van een thema omtrent textiel. Vanuit het theoretisch deel ben ik gestart met het praktijkdeel dat bestaat uit een 5-weken project rond textiel en dat uitgewerkt werd bij de oudste kleuters. Dit project vindt u terug in deze handleiding met als titel 'Van naaldje tot draadje, deel 2 praktijk'. In deze praktijkgerichte handleiding kan u talrijke ideeën omtrent het thematisch werken rond textiel opdoen, kan u kennis maken met talrijke uitgewerkte activiteiten en met vele nieuwe, uitdagende materialen.