Kharazmi-Nezhad, A. and Erem, N. Ö (2026) Epistemic disjunction in architectural design: Insights from a non-western context. Architectural Engineering and Design Management, 22(1), pp. 99-121. ISSN 1745-2007
Abstract
This study investigates the epistemic divergence in architectural design conceptualization between academic researchers and professional practitioners in a non-Western context (Iran). Using a three-phase experiment, comprising in-depth interviews, a conceptual design task, and document review, it identifies differences in how each group develops architectural design ideas. Academics emphasize systematic development of design ideas leveraging contextual reasoning and structured analysis, whereas practitioners tend to generate design ideas through personal experience, abstraction, and pre-formed frameworks. This represents a deep epistemic split that fragments architectural discourse and challenges disciplinary coherence. Iran provides a distinctive case, with shared educational structures but contrasting professional norms, yet remains underrepresented in architectural epistemology literature. The study contributes (i) empirical clarification of this split; (ii) theoretical synthesis and refinement of architectural design epistemology; (iii) practical guidance for aligning academic and professional agendas; and (iv) an adaptable comparative methodology. It also informs curricula by advocating intentional integration of context-driven analytical reasoning with conceptual exploration to meet contemporary demands.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | architectural design; conceptual design; design education; design knowledge; epistemology |
| Index terms: | reasoning, methodology, interview, norms, conceptual design, practitioner, architectural design, epistemology, experiment, exploration, integration, design education, coherence |
| Subjects: | cognitive psychology, organizational analysis, environmental resource management, research methods, practitioner, data collection methods, professional education, knowledge theory, design practice, sociology, human factors and perception |
| Topics: | Education, Sustainability, Organizational Design, Design Practice, Roles and Professions, Research Practice |
| Descriptive scope: | 4 PCTE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here