#4334. Effective Critique Through Affective Peer Engagement

September 2026publication date
Proposal available till 03-06-2025
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Journal’s subject area:
Education
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Abstract:
The critique in design education is founded on philosophical traditions that have remained embedded in pedagogical practices as a mode for assessing and developing students ability to communicate processes and ideas. As a discipline, interior design is inherently related to and reliant on interpersonal relationships, collaboration, communication, and empathy, all of which require cognitive skills along with inclusion of the affective domain. Building on research related to design critiques and diverse disciplinary perspectives on peer review, we investigated the affective domain of learning as a framework to reconceive critique pedagogies and practices in a fourth-year. As a generative and constructive process to engender dynamic conversation as well as active engagement, results revealed enhanced and effective learning outcomes as well as higher levels of skills and attributes essential for active, critical, and engaged professionals.
Keywords:
Pedagogical practices; interior design; learning as a framework; professionals

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