DOI: 10.26480/ess.02.2024.56.59

ABSTRACT
The study intends to clarify how this integration can improve the cognitive and creative parts of architectural processes by analyzing the stages of Bloom’s Taxonomy in relation to psychoanalytic concepts. The study explores how psychological insights may affect the different phases of design thinking and provides educators and practitioners with a more nuanced understanding of how to make use of these frameworks. Finding the connections between educational taxonomy and psychoanalysis and highlighting their combined impact on architectural ideation and execution is the main goal of the research. The potential contributions of this multidisciplinary approach to architectural pedagogy and practice are highlighted in the abstract, which further emphasizes its significance with consideration of metaphors. This paper hopes to shed light on cutting-edge approaches that could improve architecture education and guide more comprehensive design approaches through this investigation.

KEYWORDS
Architecture education, Blooms taxonomy, Metaphor