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Periodicals of Engineering and Natural Sciences ISSN 2303-4521
Vol. 7, No. 2, August 2019, pp.834-842
Available online at: http://pen.ius.edu.ba
834
Role of the academic curriculum in the development of the basic
learning outcomes (knowledge - skills – capabilities) of the architect
using the method of currere
1Sajjad Yaqoob Yousif, 2Nawfal Josef Rizco
1,2Architectural Department, College of Engineering, Al-Nahrain University, Baghdad, Iraq
Article Info
ABSTRACT
Received Jan 14, 2019
Basic learning outcomes play an important role in giving students the general
academic profile that determines the characteristics of the academic program
outcome. The research problem is formulated, which is the lack of clarity
about the role of the academic curriculum in the development of the basic
learning outcomes of the architect in particular. Based on the foregoing, the
research has tackled the development of basic learning outcomes (knowledge-
skill-capability) for the architect in particular, using the method of Currere
that is approved globally in the development of academic curricula and
vocabulary (knowledge - skill - capacity) for the purpose of developing the
efficiency of the academic outcome. The research adopted a descriptive
analytical method using the method of Currere. The results of the research
include a diagnose of a number of gaps which were based on reviewing the
vocabulary of the course according to the need for it or its compatibility with
the academic description of the graduate engineer or the academic outcome.
Furthermore, the research determines some conclusions that showed the
shortcomings of the academic curriculum and the reality of the practice, as
well as the research has recommended with a set of recommendations that
maximize the compatibility between the outcomes of the academic program
and the requirements of the labor market.
Keyword:
Academic curriculum
Academic outcome
Architecture
Method of Currere
Corresponding Author:
Sajjad Yaqoob Yousif,
Architectural Department,
College of Engineering,
Al-Nahrain University, Baghdad, Iraq
Email: sagaduqup@gmail.com
1. Introduction
The rapid and successive changes in the areas of architectural education and its relationship to the labor
market in the world in general and in Iraq in particular have influenced the formulation of the academic
curriculum with its vocabulary school in general and in all engineering, social competencies and others as
well. In view of the foregoing, there was a need to review the academic outcome characterization (architect),
which determines the efficiency of its performance in the reality of the practice through the development of
the academic curriculum as the basic input of the academic program.
2. Academic curriculum
The academic curriculum is a distinguished and organized set of courses that lead to the granting of the
academic degree associated with this program (Bachelor, Diploma, Master, etc.) [1]. It is having been also
defined by Hameed as the most effective means of learning that provide a translation for philosophies and
PEN Vol. 7, No. 2, August 2019, pp.834- 842
835
educational policies into a reality fact. Through the academic curriculum, development plans to increase the
options available to people to live a life free of ills are supported. Further, to acquire and get the resources to
have a decent life, and through the curriculum [2,3]. The Arab Universities Union has defined the curriculum
as a distinguished and organized set of courses that lead to the granting of the academic degree associated
with this program (Bachelor, Diploma, Master, etc.) [4]. It is a group of educational experiences designed in
the framework of planning ahead to achieve educational and educational goals with the intention of helping
Learners on the overall growth in all aspects of personality by creating educational and academic institutions
within the framework of goals, content, activities and methods of teaching and evaluation [5].
3. Learning outcomes
Learning outcomes are the outcome of the learning process, which is delivered to the learner - which the
institution wishes to achieve through specific educational activities and knowledge, as well as assessment
methods that measure the extent to which these results are achieved [6]. Rizko has also defined it as phrases
that describe what the learner should know and able to perform. Students are expected to complete such
outcomes at the end of their studies for a specific curriculum or course of study. Learning outcomes are of
great importance to all parties involved in the educational process or are the basic information and concepts
that the student must acquire when completing the academic program until graduation. [7,8]. In addition,
some literary studies have shown several definitions of learning outcomes, such as the study of the student's
expected ability to do a work as a result of an educational activity. American Association of Law Libraries
has defined it as the knowledge, skills and tendencies acquired as a result of an educational activity.
Moreover, it is a practical application of how knowledgeable the learner is or what will be able to do as a
result of this activity. They are defined by Adam as what is expected from the students/learners to be able to
do as a result of the conclusion of the unit/curriculum or a qualification. It is one of the essential foundation
blocks in the transparency of educational systems. Based on the above, we find that learning outcomes are
divided into two parts; target learning outcomes, which are the knowledge, skills and abilities that are
acquired through the curriculum, and actual learning outcomes, which are actually required in the labor
market that is based on the employment of architect [9]. The learning outcomes associated with the architect
are divided into the knowledge, skills and capabilities as follows:
3-1 Knowledge
Knowledge is the basic information and concepts that a student must acquire when completing the academic
program until graduation. The elements that characterize the engineer are his knowledge of facts and
concepts. Knowledge represents the database of the professional engineer [10,11]. Knowledge is linked to the
knowledge material needed by the student according to pure theoretical lessons such as theory and history of
architecture, design methodology, building services, and other theoretical lessons such as architectural design
lessons, construction of buildings and others [12].
3-2 Skills
Skills represent the tools used by the architect to invest knowledge in order to accomplish a particular work
according to his behavior [13]. These skills are cognitive skills [9]. Professional and practical skills [14] and
general skills: [15].
3-3 Capabilities
Capability is the behavior that will guide knowledge and skills to achieve a specific goal and what this
behavior includes such as personal values, attitudes, interests and personal tendencies [13]. Since man is born
with certain abilities and talents that vary from one person to another. Therefore, some abilities and talents,
some inherent and the other acquired, must be available in the individual to become an architect. The most
obvious capabilities and talents of the personality of architectural qualities must be the logical capacity,
creative artistic skill, scientific and professional capabilities, and administrative capacity, which affect the
professional performance of the architect and meet the requirements of his profession [16,17].
PEN Vol. 7, No. 2, August 2019, pp.834- 842
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4. Architect
The architect was defined according to French law as a translation of the French word "Architect", which
means the professional entrusted with the design, drawings and models for the establishment, maintenance,
decoration and supervision of the proper implementation. [9,18]. The architect at the linguistic level is a name
derived from "yueamar", and at the professional level is determined in three basic pillars: the achievement of
the benefit and the building function - the achievement of durability and strength of construction - the beauty
of formation [14]. Maamouri has also defined the architect as the person whose ideas and thoughts overlap in
the life of every human being on earth; he is the one that form the empty in which the individual lives
[19,20].
5. Method of Currere
In an article entitled "Method of Currere", Pinar suggests that the method can be addressed through four
moments or steps (regressive - progressive - analytical – synthetic) [13]. Method of Currere was first known
and defined when the concept of the method of Currere in linguistics in 1970s, when Pinar and other curators
developed the term Currere based on the Latin source of the word "curriculum", which means run the course,
that is, the management of the course. For "Currere", it means (track-run-trip) . The concept of the method of
Currere was conventionally defined by a number of researchers; as it is defined by Pinar as (Currere), is a
time self-reflection with a temporal and conceptual nature, and aims to create a developmental perspective
over time and between concepts, and from another point of view, what is conceived over time is presented. In
the hope of exploring the complex temporal and conceptual relationship through performing that, it is an
endless form of curriculum that includes a framework for thinking about the curriculum vitae that ultimately
forms the individual's understanding of oneself in our democratic society. Madeleine R. has defined (currere)
as a reflective cycle where thought is reflected on itself and thus regains its will, namely, "understanding life
by going backwards, living looking forward" [21]. The method of Currere was used to evaluate a number of
literary studies from outside the field of architecture. As for the field of architecture, one foreign study for the
development of the architectural program for the master stage, entitled "Becoming an Architect: Narratives of
Architectural Education," was conducted through the evaluation of the participant (academic outcome) of the
program has tackled the same idea. Therefore, the academic program inputs are developed represented in the
architectural academic curriculum through four moments (regressive - progressive - analytical – synthetic).
Such four moments represent four approaches (Curriculum - narrative approach - Anthrax curriculum -
participant leadership approach), which are a reflection of the experience of the participant (the academic
outcome) in the practical reality of the labor market, through the stories of real or imaginary express the past
and future vision of the participant. In addition, they are an analysis of his experience at the present time, and
accordingly, through a synthetic process of the previous three moments, the participant gives his vision of co-
evaluate and develop the architectural academic curriculum, and this is done through the words and the text
and its interpretations.
6. Four Moments/Steps of the Method of Currere
Method of Currere is a systematic method consisting of four steps or moments that depict temporal and
reflective movements in the study of the actual practice in the labor market ((1) regressive, (2) progressive,
(3) analytical, and (4) synthetically moment). In the regressive moment, the living individual experience is
the data source [22]. In the progressive moment We now turn to the future, reflecting the retrograde echo as
"the future of the present in the sense that it is the present of the past , Based on Pinar's idea that the future
affects, in complex ways, present and present, to understand the future, one must think of the future at
present, because "the future exists in the same sense as the past" [15,24,25] . In the analytical moment We
have now reached the analytical moment, examining the present through a more reflective exercise. In this
step, participants begin to integrate the effects of social, cultural and institutional factors on their current
situation [16,27]. In the synthetically moment This moment is the main source of analyzed data. Here, we ask
the participants to review the three ideas they have already created during the process, and although this
phase is separate from experience, it is still a material experiment [23,26]. These four moments and their
literary approaches will become the reliable source for us to collect the information of the participants in this
study and to present a vision regarding the compatibility of the outputs of the academic program with the
requirements of the labor market by reviewing the curriculum vitae of the practicing engineer, What you get
from the academic academic program of competence (knowledge, skills and abilities) qualify him to work in
PEN Vol. 7, No. 2, August 2019, pp.834- 842
837
line with the needs of the labor market, and imagine the future by telling a fictional story about the
architectural profession and the relationship of the architect, and analyze the relationship of free to practice
with His current career, which represents the third moment of Corrier, and finally the collection of the
previous images in one image represents the participant's vision to evaluate the inputs of the academic
program (curriculum in its own vocabulary) as a feedback to draw the features of the architect of the future.
7. Results related to the adoption of the method of currere for the development of the academic
curriculum
Table 1. shows the results from the responses of the participants in the Method of Currere
Participant
Text and its interpretations
Regressive moment
Progressive moment
Analytical moment
Synthetically
moment
First
participant
Most of my time was
devoted to the design
In-depth study of
technology and its
relation to architecture are
important axes of the
outlook
Design and
implementation of
commercial houses
and buildings
Through previous
moments, I find it
necessary to have a
vision for the
structural aspect so
that the architect
can create new and
unconventional
forms
I had earlier visions
of architecture
Participate in the
design of a number
of health buildings
Second
participant
Painting and
imagination are the
basic requirement for
excellence in the
study of architecture
Architectural competition
based on advanced
technologies, competitive
prices and standard
delivery time
Practitioner
currently suffers
from lack of
resources and
difficulty of
implementation
Practitioner must
understand the
standards and
dynamics of
different buildings
Who did not adapt to
the reality of the
situation had to
postpone the study
Know the technical
aspects of implementation
and design
The time is not
enough to study
everything about
architecture
(suggested that the
study be seven
years)
Students who had
imagination and love
of architecture
completed the school
years with excellence
There are places
dedicated to horizontal
buildings and other
vertical buildings
Lack of advanced
companies in terms
of technology in
the field of
implementation
Specialization for
the study of
architecture is a
necessary
requirement
All my time was
dedicated to design,
painting and show
Adoption of many laws to
protect the architectural
profession
Study of the
industrial
establishment as a
study unit,
including the
internal design of
the aircraft and
aircraft
I did not have time to
study events and
functions (Ref.
There is greater
awareness of the
community about
architecture thanks to the
means of social
communication
Restriction of the
architect
Allocate time to
visit buildings
under construction
periodically
PEN Vol. 7, No. 2, August 2019, pp.834- 842
838
I was hoping to learn
more about the
vocabulary of the
other curriculum but
the time was not
enough
There are many buildings
that will be over 100
years old
Business
management,
advanced
construction
techniques and
construction
economics of
vocabulary that I
imagine to be a
requirement for the
labor market
The study was
superficial and simple
for some materials
(such as architecture,
environment, lighting,
acoustics, building
systems)
Tourism is the most
important financial
resource
I was
commissioned to
study and design an
industrial plant and
did not have a basic
knowledge of this
type of
establishment
Preservation and
rehabilitation of old
buildings
Attention to
creativity and
innovation
The architect must
understand what he
draws
Third
participant
My relationship may
not look good with
the architecture
profession in the first
stage.
The most important future
projects are the work on
residential complexes and
the development of old
neighborhoods.
Participate in the
development of the
master plan for ten
cities
RAFT program is
currently the
architect's tool
The design was
difficult to understand
at the same time
Gis program
represents an
important work tool
in project planning,
housing and urban
projects
Signs of
understanding of the
architectural
profession start in the
second stage
The single history of
architecture was an
important one through
which ancient
civilizations were
identified
The most important
requirements that
the customer has
requested to add a
local touch on the
buildings according
to the city's
specificity
RAFT program is
currently the
architect's tool
The greatest benefit
of this phase was
learning the Max
program (MAX)
Fourth
participant
The architectural
profession is vague in
the first stage
I am the Director of
Engineering Consulting
Company
I worked on many
investment projects
(hospitals - schools
- university
buildings)
There is weakness
in detailed
drawings
(architectural and
structural)
The second phase was
stressful and useful at
the same time
Needed young graduate
engineers
Worked on external
space designs
There is a weak
regulation of time
The ambiguity
Some are specialized in
I worked on the
The need for
PEN Vol. 7, No. 2, August 2019, pp.834- 842
839
returned to the
architecture
profession in the third
stage
architectural details with
modern touch and others
specialized in
construction details
development of a
number of religious
buildings, including
Mazar Qasim in the
city of Hilla
cooperation in
work
There are
misconceptions about
the profession of
architecture
Specialists in the work of
the three models
The work has been
provided with all
the requirements of
internal and
external binoculars
and external spaces
Increase interest in
interior designs,
green spaces and
sustainability
Local models are
one of the
requirements of the
local labor market
Link building with
ocean, history and
society
Some are sustainable
One of the most
important
requirements of the
customer to work
according to local
models
Building buildings
according to
modern
technologies
There is a local and
global character of the
buildings
Work integrated projects
with my team regarding
internal and external
design and taking into
account the
environmental aspects.
Some customers
were asking us to
implement or
supervise the
implementation to
be done according
to the designer
Specialization in
architectural study
so that the student
has the time to
learn and train on a
specific thing
Structural and
architectural details
Sense of
understanding the
profession through
the fourth stage
How to implement the
building in accordance
with modern building
regulations
My guesswork and
practice had a
distinctive addition to
this stage
Fifth
participant
The first phase has
explained the basic
nature of the study
and the definition of
what architecture
Provide designs bearing
the identity of the region
while simulating the
qualitative shift and
development in the
building materials used.
Trying to reconcile
the desire of the
client and what is
expected of a set of
goals in the design
process
Adopting design
programs to the
core
The second phase
represented the actual
stage during which
the architectural
profession was dealt
with
Pay greater
attention to
building material
and develop its
curriculum to suit
the requirements of
the times
The third stage was a
refinement of the
identity of the student
and determine his
orientation
Phase IV represented
a new gateway to the
study of architecture
To submit design
proposals to a number of
areas that represent key
figures in the governorate.
Phase V was a
process of extracting
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840
information and
knowledge gained
Sixth
participant
Drawing is a handicap
for those who did not
possess talent
Make future projects
more convenient
Continuing
education for
architecture
profession
Students are taken
from the first stage
to the site
I did not understand
what architecture in
the first stage
Focus on graphics,
building materials
and software
In the third stage I
began my
understanding of the
architectural
profession
3Any student
knows the strengths
and weaknesses of
a child
No new information
has been added to my
fifth phase
8. Conclusions on the results of the currere approach to the development of the academic curriculum
8-1 Regressive moment
1- Dedication of a large amount of time to complete the curriculum of the architectural course, such as the
number of hours devoted to this subject within the curriculum, as well as the number of hours spent by
the student outside the official working hours, as indicated by the participants.
2- Devoting a time to the formal aspects of the designs much more than the time devoted to study the nature
of events and jobs in those projects.
3- The architectural academic study was characterized as indicated by the participants of the vocabulary
such as architecture, environment, lighting, acoustics and building systems by superficiality and
simplicity.
4- The participants pointed out the ambiguity about the architecture of the first stage and the fact that they
began to understand architecture as a profession from the third stage and others in the fourth stage of the
study of the architectural academic study.
8-2 Progressive Moment
1- Participants stressed the importance of awareness and depth in studying the technological potential in
design and construction.
2- Participants pointed to the need to be aware of the inputs of the concept of competition in architecture
and at all levels of design, operational, technical, consulting, etc.
3- Awareness of the problems of housing and urban environments.
4- Emphasize that the BIM system in the five grades as the most black and important practices.
8-3 Analytical Moment
1- Emphasize the need to be a graduate student in accordance with the requirements of the reality of the
practice of technological aspects and construction or planning and skill of communication with customers
and also mechanisms of integration with other engineering specialties.
2- Request for the adoption of mechanisms designed to produce designs for houses or commercial buildings
to be environmentally friendly (BIOFILIC DESING).
3- The need to examine the site work before and during the process of construction of various projects.
8-4 Synthetically Moment
1- Participants pointed to the need to highlight disciplines in the architectural study in view of the progress
in all areas related to the design of buildings.
PEN Vol. 7, No. 2, August 2019, pp.834- 842
841
2- Adoption of modern and specialized software because of its importance in achieving accurate results and
direct and real.
3- Emphasize the important role that lighting receives as the element that distinguishes the internal and
external spaces - at night.
4- Developing the mechanisms of critical thinking among students and different stages of the study in order
to achieve the goal of the classroom and the least time and effort.
Recommendations
1- To review the architectural academic program of the departments of architecture in local universities in
terms of compatibility with the requirements of the local and global architectural labor market.
2- To emphasis on the relationship between the requirements of the labor market and the qualifications of
the outcomes of the academic program as a prescription for the benefit of this academic product.
Graduates or engineers are effective in providing the society with the potential to improve the reality
through their integration with the requirements of the labor market.
3- To review some of the vocabulary of the premises and learning outcomes as representing the inputs of the
academic program in line with the scientific development, especially in the technological aspect in all
aspects of public life.
4- To promote an important set of skills that is the ability to analyze and activate the skills of critical
thinking which in turn may result in reducing the unnecessary content of the course.
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