Teaching history for design at TU Delft: exploring types of student learning and perceived relevance of history for the architecture profession

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Historical investigation anchors architectural and urban practice. Analyzing two sets of questionnaires distributed in different class settings, this paper explores two questions: how do design students currently learn about architectural history, and how do they translate this knowledge into their design practice? First, tentative conclusions are that (1) physical engagement with buildings outside the classroom is an important inspiration for the students, (2) (assigned) books definitely influence their (design) thinking, (3) different types of pedagogy–lecture, seminar, thesis, studio–affect student learning in different and complementary ways, and (4) students overwhelmingly see history as a relevant preparation and foundation for design, but this understanding is implicit and often unspecific.
Original languageEnglish
Number of pages17
JournalInternational Journal of Technology and Design Education
Volume30 (2020)
Issue number5
Publication statusPublished - 1 Jul 2019


  • Architectural education
  • Pedagogies of design
  • History of architecture
  • History of urban form
  • Design education

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