Books
Ashraf M. Salama, Books and Contribution to Books
Autored, Co-Edited, and Chapters
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Authored Books
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Salama, A. M. (1998). Human Factors in Environmental Design: An Introductory Approach to Architecture. The Anglo Egyptian Publications, Cairo, Egypt. ISBN# 977-05-1824-7
Salama, A. M. (1995). New Trends in Architectural Education: Designing the Design Studio. Tailored Text, Raleigh, North Carolina, United States. ISBN # 0964795000
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Co-edited Books
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Salama, A. M. and Wilkinson, W. (eds.) (2007). Design Studio Pedagogy: Horizons for the Future. Urban International Press, Gateshead, United Kingdom. ISBN # 1-872811-09-04
Mazzoleni, D., Anzani, G., Salama, A. M., Sepe, M. and Simone, M. M. (eds.) (2005). Shores of the Mediterranean: Architecture as Language of Peace. Intra Moenia, Napoli, Italy. ISBN# 88-7421-054-X
Salama, A. M., O'Reilly, W. and Noschis, K. (eds.) (2002). Architectural Education Today: Cross Cultural Perspectives. Comportments, Lausanne, Switzerland. ISBN # 2-940075-07-7
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Book Chapters
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Salama, A. M. (2009). Cairene Courtyard Houses: Typological Analysis of Evolutionary Paradigms. In N. Rabbat (ed.), The Courtyard House Between Cultural Expression and Universal Appeal. Ashgate Publishing Limited, Surrey, United Kingdom, PP. --- , ISBN # 0-7546-3843-X (to appear February 2009).
Salama, A. M. (2007). Structured Content and a Rigorous Process Meet in Studio Pedagogy. In A. M. Salama and N. Wilkinson (eds.), Design Studio Pedagogy: Horizons for the Future. Urban International Press, Gateshead, United Kingdom, PP. 2-8. ISBN # 1-872811-09-04
Salama, A. M. and Wilkinson, N. (2007). Introduction: Legacies for the Future of Design Studio Pedagogy. In A. Salama and N. Wilkinson (eds.), Design Studio Pedagogy: Horizons for the Future. Urban International Press, Gateshead, United Kingdom, PP. 153-166. ISBN # 1-872811-09-04
Salama, A. M. (2005). Architectural Identity in the Middle East: Hidden Assumptions and Philosophical Perspectives. In D. Mazzoleni et al (eds.), Shores of the Mediterranean: Architecture as a Language of Peace. Intra Moenia, Napoli, Italy. PP. 77-85. ISBN# 88-7421-054X
Salama, A. M. (2004). Contemporary Architecture in Egypt: Reflections on Architecture and Urbanism of the Nineties. In J. Abed (ed.), Architecture Re-Introduced: New Projects in Societies in Change. The Aga Khan Award for Architecture, Geneva, Switzerland. PP. 80-101.
Salama, A. M. (2002). Environmental Knowledge and Paradigm Shifts: Sustainability and Architectural Pedagogy. In A. Salama et al (eds.), Architectural Education Today: Cross Cultural Perspectives. Comportments, Lausanne, Switzerland. PP. 51-59. ISBN# 2-940075-07-7
Salama, A. M. and Noschis, K. (2002). Introduction: An Architectural Education Responsive to Contemporary Societies. In A. Salama et al (eds.), Architectural Education Today: Cross Cultural Perspectives. Comportments, Lausanne, Switzerland. PP. 8-14. ISBN# 2-940075-07-7
Salama, A. M. (1999). Incorporating Knowledge about Cultural Diversity into Architectural Pedagogy. In W. O'Reilly (ed.), Architectural Knowledge and Cultural Diversity, Comportments, Lausanne, Switzerland. PP. 135-144. ISBN# 2-940075-04-2
Salama, A. M. (1998). A New Paradigm in Architectural Pedagogy: Integrating Environment-Behavior Studies into Architectural Education Teaching Practices. In J. Teklenburg et al (eds.), Shifting Balances: Changing Roles in Policy, Research, and Design. EIRASS, Eindhoven, The Netherlands. PP. 128-139. ISBN# 90-6814-082-5
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Like (1)Transformative Pedagogy in Architecture and Urbanism, Ashraf M. Salama, 2009
Published by Umbau Verlag 2009, Solingen, Germany.
Transformative Pedagogy in Architecture and Urbanism is a new, updated, re-written edition of "New Trends in Architectural Education: Designing the Design Studio." As a new round of pedagogical dialogue on architecture and urbanism it resets the stage for debating future visions of transformative pedagogy and its impact on design education. As a forward looking effort, this edition comes to amalgamate concerns, concepts, and practices that Ashraf M. Salama has explored and introduced over a period of two decades.
Transformative pedagogy in architecture and urbanism is about balancing the creative act required for creating responsive environments and the social and environmental responsibilities that should be embedded in this act. It is about understanding how knowledge is produced, what the components of such knowledge are, and what are the learning processes and social practices that can be used to transmit it.
Structured in five chapters Transformative Pedagogy in Architecture and Urbanism presents a wide range of innovative concepts and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offer several contrasting ideas and strategies of design teaching practices.
• A New Theory for Transformative Pedagogy in Architecture and Urbanism
• The Architect, the Profession, and Society
• The Conventional Approach to Studio Teaching Practice
• Against the Conventional Studio Pedagogy
• Empowering Transformative Pedagogy: A Knowledge-Based Architectural and Urban Design Studio
Design Studio Pedagogy: Horizons for the Future, Ashraf M. Salama and Nicholas Wilkinson, (editors), Urban International Press, Gateshead, Tyne and Wear,United Kingdom (2007)
ISBN: 1-872811-09-04
From the Back Cover
This groundbreaking book is a new comprehensive round of debate developed in response to the lack of research on design pedagogy. It provides thoughts, ideas, and experiments of design educators of different generations, different academic backgrounds, who are teaching and conducting research in different cultural contexts. It probes future universal visions within which the needs of future shapers of the built environment can be conceptualized and the design pedagogy that satisfies those needs can be debated. Addressing academics, practitioners, graduate students, and those who make decisions about the educational system over twenty contributors remarkably introduce analytical reflections on their positions and experience. Two invited contributions of. N. John Habraken and Henry Sanoff offer visionary thoughts on their outstanding experience in design pedagogy and research. Structured in five chapters, this book introduces theoretical perspectives on design pedagogy and outlines a number of thematic issues that pertain to critical thinking and decision making; cognitive and teaching/learning styles; community, place, and service learning; and the application of digital technologies in studio teaching practices, all articulated in a conscious endeavor toward the betterment of the built environment.
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Review by Michael J. Crosbie, Head of Department of Architecture, University of Hartford, Connecticut, USA. Published in Open House International Vol 32 (3), and in Archnet-IJAR Vol 1 (2),
http://archnet.org/library/documents/one-document.jsp?document_id=1010
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Review by Halina Dunin-Woyseth, Professor of Architecture, Oslo School of Architecture, Oslo, Norway. Published in Archnet-IJAR Vol 1 (3), in the Nordic Journal of Architectural Research, June 2008.
http://archnet.org/library/documents/one-document.jsp?document_id=1027
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Review by Julia William Robinson, Professor of Architecture, University of Minnesota, Minnesota, USA. Published in Archnet-IJAR Vol 1 (3),
http://archnet.org/library/documents/one-document.jsp?document_id=1028
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Review by Nikos A. Salingaros, Theorist in Architecture and Urbanism, Professor of Mathematics, University of Texas, San Antonio, Texas, USA.
http://architectureurbanism.blogspot.com/2007/09/salingaros-review-of-
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Review by Research Design Connections
http://www.researchdesignconnections.com/pub/06_04/book-reviews/544-1.
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Preview this Book on Google Books
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Download Flyer /Order Form
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Shores of the Meditrranean: Architecture as Language of Peace, Mazzoleni, Anzani, Salama, Sepe and Simone, (editors), 2005
ISBN# 88-7421-054-X, Edizioni - Intra Moenia, Napoli, Italy (2005), Donatella Mazzoleni, Giuseppe Anzani, Ashraf Salama, Marichela Sepe and Maria Maddalena Simone, (editors)
Architecture as Language of Peace was released in August 2005 and published by Edizioni - Intra Moenia, Rome and Naples, Italy. The book is jointly edited by Donatella Mazzoleni, Giuseppe Anzani, Ashraf Salama, Marichela Sepe, and Maria Maddalena Simone. The contents of this book were formulated in the early months of 2003, and brought together two components: the achievements of the Design Laboratory involving 4th and 5th year architecture students at the Università di Napoli Federico II in 2001-2003 featuring "Spaces for encounters with Arab culture"; and the proceedings of the 2nd International Seminar on "Identity and Differences in Architecture" held in Naples (Napoli) in December 2002. The book features scholarly articles of academics from Europe, Australia, North Africa, and Middle East. Full papers are published in their original language with abstracts in Arabic and English.
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See on Ashraf Salama's Collection
http://www.arti-arch.org/Ashraf%20Salama-Books-Architecture%20as%20a%2
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See on Architecture-Urbanism
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See on INTRA MOENIA, ROME-NAPLES
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See on Google Books
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Architectural Education Today: Cross Cultural Perspectives, Ashraf M. Salama, William O'Reilly, and Kaj Noschis (Editors), 2002
Comportments, Lausanne, Switzerland (2002)
From the Introduction:
Recent literature on architectural education notes that there are continuous attempts to massage architectural curricula, to reconfigure the structure of the educational process, to test accepted ideas, and to probe future visions. However, research findings reveal some fundamental disagreements over the goals and objectives, structure and contents, and tools and techniques required for architectural education today. Since education is the cornerstone of the profession and since the approach to and the content of that education is the backbone of architectural practice, it is essential to encounter the subject in its broadest sense and to deal with it as a rich field of research whose knowledge base, content, and methods can be examined, questioned, and debated. Very few attempts have been developed over the last decade or so by individual scholars to explore the rituals of education in a systematic, visionary, and research-based manner. This indicates the need for more published research and experiments on architectural education and practice. Architectural Education Today is a response to this lack, and is divided into four parts, each of which seeks to provide an exploration of answers to critical questions that pertain to knowledge, professional practice, educational experiments and experiences, and their supporting tools. The intent is not to provide a blue print on how improvement might occur or to offer ready-made or definitive answers, but to further open architectural education to discussion; a subject that continued for years to get sparse attention.
Foreword: Suha Ozkan, Aga Khan Trust for Culture, Geneva
Introduction: Ashraf Salama and Kaj Noschis
The book includes visionary and research articles of:
Hallina Dunin Woyseth, Oslo, Norway; Peter Rowe, Cambridge, MA: USA; Samer Akkach, Adelaide, Australia; Emel Akozer, Ankara, Turkey; Ashraf Salama, Cairo, Egypt; Marwan Ghandour, Beirut, Lebanon; Hana Alamuddin, Beirut, Lebanon; Mohamed Awad, Alexandria, Egypt; Pierre Von Meiss, Lausanne, Switzerland; Attilio Petruccioli, Bari, Italy; Kambis Navai, Tehran, Iran; Heba Safey El-deen, Cairo, Egypt; Mohamed Al Asad, Amman, Jordan; Sultan Barakat, York, UK; Roger MacGinty, York, UK; Sultan Al Harithy, Muscat, Oman; Ann Beamish, Cambridge, MA: USA; Amr Abdel Kawi, Cairo, Egypt; Nasser Rabbat, Cambridge, MA: USA.
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See on Ashraf Salama's Collection
http://www.arti-arch.org/Ashraf%20Salama-Books-Architectural%20Educati
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See the Book on Architecture-Urbanism
http://architectureurbanism.blogspot.com/2007/04/architectural-educati
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See the Book on Colloquia, the Publisher Website
http://www.colloquia.ch/fr/book/educ.htm
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Human Factors in Environmental Design: An Introductory Approach to Architecture, Ashraf M.Salama, 1998
The Anglo Egyptian Publications, 1998 ISBN 977-05-1824-7
In this book, Environmental Design is defined in socio-spatial and socio-behavioral terms. The book presents a whole that aims at the student with little or no experience in environmental design. It emphasizes the strong relationship between human factors and environmental design. The book is based on several ideas and approaches developed by several theorists in the field, with an attempt to simplify those ideas for beginning design students. It includes four chapters: 1) Design, Culture, Architecture, and the Human Science; 2) Design Components of the Built Environment; 3) Designing Built Environments; and 4) Concepts and Principles in Architecture and Urban Design.
See:
http://www.arti-arch.org/Ashraf%20Salama-Books-Human%20Factors%20in%20
http://architectureurbanism.blogspot.com/2007/04/architecture-urbanism
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