描述
Like researchers, many architects proceed rationally while including acts of spontaneity. Like scientists, architects consider the state of the field as well as gaps in research when creating design proposals. And like laboratories, studios are often sites characterised as much by categorising and arranging knowledge as they are by its pursuit. Teaching studios use procedures that can be considered scientific, approaches which fulfil the requirements of scientific conduct. The contributions and interviews with various practitioners in this book, such as Dietmar Eberle, Anne Lacaton, and Momoyo Kaijima, offer examples of such methodologies and demonstrate their necessity.
