INCORPORATING NEGATIVE CAPABILITY IN ARCHITECTURAL DESIGN EDUCATION AMBIGUITY TOLERANCE IN DESIGN STUDIO

Abstract

This thesis aims at shedding light on one of the needed skills inside the architectural design studio; that is, tolerance of ambiguity. Since design problems are characterized by complexity, unfamiliarity, and ambiguity; design process is described as a process where ambiguity is progressively resolved. Design process engenders negative feelings especially during experiencing states of not knowing and being stuck. However, most of architecture students, who are new to design process, find states of uncertainty and confusion threatening, annoying, and unnerving. This leads to experiencing stuckness; which eventually affect students’ design performance. Hence, the ability to navigate these negative feelings and work efficiently is important in creative design thinking. This skill is linked to a philosophical notion called negative capability; which means to have the ability to work amidst uncertainty despite the negative associations. Therefore, the researcher attempts to demonstrate the significance of negative capability, i.e. ambiguity tolerance, to students’ design thinking via revealing its influence on their creativity and design behavior. In addition, a taxonomy will be created to; explain what is meant by ambiguity in design thinking, and reveal the different aspects of confronting design ambiguity from students’ perspectives. Then, in order to incorporate this skill in architecture education, the researcher will create a conceptual framework that can aid design educators in fostering students’ tolerant attitudes towards design ambiguity.