Mutual respect: working towards a modern review model

The starting point of this piece of research is that the review, as a learning and teaching tool, is a fundamental component of architectural education. We also recognize that the 'traditional review' that is part of our current practice is educationally flawed. All too often, the perception, and unfortunately the reality, of the review is one of conflict, an event that is intimidating and unnecessarily gruelling, and can lead to students feeling demoralized and humiliated. Attendance can be poor and participation non-existent. Hardly a positive event and questionably one in which effective learning can take place. However, we recognize that what verbal dialogue and analysis offer in learning and teaching in architecture are essential. Currently, our research in progress aims to identify the main problems that inhibit learning, and to design and test mechanisms of resolving them. The study aims to conclude with an educational model for a general review situation, where effective learning and positive teaching can occur, in a fair, productive and positive environment.