diary of an architect, a pheno-pragmatical tool in education

This research is a primary part of a trilogy study with the purpose to establish a pheno-pragmatic mythology for architectural education. in this research the goal was to attract the subconscious interest of students’ learning curve in a limited educational timeline. to do so we have composed a pheno-pragmatic method to evaluate the conscious experience of students during a semester. therefore, to achieve the quality of education needed in this method self-efficient education tools were required. writing was considered as a subsequent tool to gain the proper outcome of this method. firstly, a total of 318 students from two major universities in isfahan were selected by random; two theory classes and one studio class, to participate in this study. the questions surrounding this study are; how does a written diary transpire as a pheno-pragmatic tool in architecture education? (2) can a diary establish a basic understanding of theory and practice for students? to offer the requisite response to the aforementioned research questions, quantitative data were gathered by pre-devised questionnaires to establish a fundamental conclusion for this method. according to the data gathered, about 25 percent of the students agreed with the theory and more than 57 percent accepted this method as both a theoretical and practical learning tool.