Mason, Tim; Li, Chenyang; Song, Sheng; Yang, Ying; (2022) Going Back to Basics: The challenges and limitations of teaching Space Syntax through short course programs within mainland China. In: Proceedings of the 13th Space Syntax Symposium. (pp. pp. 1-7). Western Norway University of Applied Sciences

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Abstract

Within recent years Space Syntax theory has continued to enjoy an ongoing growth of interest from mainland Chinese higher education establishments. Academics, students and professionals alike have been given access to an extensive knowledge base through online accessibility and numerous conference events, including the 12the Space Syntax Symposium held in Beijing in 2019 and the 6th Chinese Space Syntax Symposium held in Guangzhou in 2021. In addition, Tongji University now offers a master’s program specifically tailored to delivering space syntax theory. However, the authors suggest that beyond the mainstream academic circles, an awareness of Space Syntax theory remains relatively limited within both more local Schools of Architecture and Local Design Institutes (LDI’s). As the idea of teaching research-based design becomes more popular (Karimi 2019) and the argument for evidence-based design gains a stronger footing within the industry, this paper proposes that through the use of tailored short course programs it may be possible to extend the knowledge of Space Syntax to undergraduates and postgraduates within a broader scope. A more comprehensive understanding and practical application of this theory can be developed by extrapolating key core principles and delivering these through an abridged short course program to architectural and urban design students. This paper outlines the structure of the space syntax program developed to be delivered to the students at Hunan University and Changsha University of Science and Technology, highlighting the limitations and challenges of this pedagogical approach. It takes a number of real-time projects to which students have applied this knowledge and highlights how effective these methods are when utilized by students within their own design and research work. Results from these courses see an enhanced understanding of socio/spatial relations amongst participants, with students implementing analysis and predictive modelling methods to add an additional layer of scientific rigour into their own work. This often translates into improvements within their approach to design, seeing an increasing willingness to adopt a more evidence-based approach to their own work.

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