Suggestions for an integrative education

by Renee Cheng

The article explores the importance of analyzing how BIM should become part of architectural education. It touches on some of the realizations that as students we perceived in the first attempts to use Revit in class: how to be able to use this software as a design tool that doesn’t limit critical thinking due to its extremely specific and “realistic” outputs?

In the academic setting we are trained to, as the author defines, learn “design thinking” skills rather than “problem solving” skills. The difference between the two is that, while problem solving attempts to seek a correct answer to a problem, design thinking focuses on coming up with multiple answers simultaneously, thus defining the question rather than seeking the one correct and final answer. This is something that distinguishes architecture from other disciplines, yet it is a type of education that is threatened by the increased use of technology such as BIM. 

On the other hand, the author responds to this threat by claiming that BIM opens up the possibilities of enhanced “design thinking.” This is because BIM allows the user to simultaneously see the results of a change in the model in all facets of design such as section, plan, materiality, construction, efficiency, cost analysis, etc, etc. This ability to receive real time feedback from the model as the user applies tools and designs in the model is unprecedented, thus blurring the line between construction and schematic design. It seems then, that the trick is to know how to use the software the best way possible, so that it may yield more possibilities in design rather than stifle the user’s design process. As the author concludes: “If BIM is introduces in the curriculum without respecting its considerable liabilities, design thinking will not survive. Now more than ever, this way of thinking and seeing should be valued – it is architects’ most sought-after expertise.”