tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”:
Facing increased calls for “practical skills,” the arts and humanities are under immense pressure to demonstrate their value to a public that demands measurable metrics. As a response, graphic design has adopted the language of “research” as a way to engage with tangible benefits. Research, in turn, has emphasized applied learning and the field of engineering has been suggested by some as a possible model for graphic design education. This paper instead proposes architecture as a more aligned disciplinary model for education, practice, and research. During the late 1960s and early 1970s, architecture faced a crisis very similar to the one affecting graphic design today. But rather than relinquish disciplinary control to the positivist scientism of behavioral science, operational research, and design methods as they asserted control over the codes of architectural practice, a number of architects and educators sought architecture’s autonomy, an inward reflection on the methods, techniques, and questions that were restricted to how architecture sees itself. Architecture’s inward turn, or “criticism from within,” was ultimately responsible for its return to cultural significance.