TIMELESS WAY OF BUILDING: 
A N E X A M I N A T I O N O F T H E U N I V E R S A L S T E P S 
DN T H E D E S I G N P R O C E S S I N A R C H I T E C T U R E 
A DISSERTATION PRESENTED 
TO THE UNIVERSITY OF MORATUWA 
FOR MSC IN ARCHITECTURE 
NALAKA CHAMINDA JAYAWEERA 
(1997) 
7? Kcl't' 
~7 V • OH 
71573 
T W 
Timeless Way Of Building: 
AN EXAMINATION OF THE UNIVERSAL STEPS IN THE DESIGN 
PROCESS IN ARCHITECTURE. 
Presented, 
on the Twenty Fourth day of June, 
One Thousand Nine Hundred and Ninety Seven. 
Acknowledgement 
The Educational concept of Moratuwa, 
" CREATIVITY ARISES FROM WITHIN, FROM THE 
INTERNALIZATION OF THE THINKING PROCESS AND NOT 
THROUGH RECOURSE TO EXTERNAL AGENCIES.. ." , 
(The Sri Lanka Architect. September-November ' 9 1 , Page 18) 
and one assignment given by the writer of the above quotation himself, 
in the first year of my MSc, is related to design processes as an 
assignment on Architectural Theory, developed to a research study of 
the dissertation. I am extremely grateful to Architect Vidura Sri 
Nammuni, one of the year masters of the MSc first year, and the lecturer 
in Theory for directing and re-directing the thinking process of mine. The 
courage and guidance given to me throughout the research, disciplining 
the thinking pattern and comments helped me to carry on the project 
with ease. I am also grateful to Professor Nimal De Silva, the other Year 
Master of the First year, for the encouragement extended to me in the 
completion of the dissertation. Further his philosophy of architecture as 
the Leading and Comprehensive approach towards a society helped me 
in the approach of architectural design processes. 
In the process of researching for the necessary information for my 
dissertation, the prompt response shown by the foreign universities in 
supplying me with the appropriate data gave me much encouragement. 
Though the universities and their respective Heads of Departments and 
relevant officials cannot be mentioned individually, their contribution 
towards the achievement of this dissertation is immense and I wish to 
thank them sincerely. 
'A friend in NEED is a friend INDEED', Tony Thirul inganathan, has been 
my friend in need. I am deeply grateful to Tony's computer scanning and 
printouts, which helped me in the presentation of my dissertation. The 
printouts, which helped me in the presentation of my dissertation. The 
precious t ime out of his busy schedules, spent in helping my 
presentation of the dissertation is invaluable. I extend my sincere thanks 
to Tony for the unstinted support given to me. 
I wish to thank Anusha Thangakone for computer graphics and Gamini 
Ekanayake for the support given me in completing this dissertation. 
It is with gratitude that I recall the way my parents are financing my 
University Education in Architecture for the last six years. I wish to thank 
them and my two sisters for the encouragement and help given to me 
throughout this course. A very special T h a n k You ' goes to them for 
looking after my other responsibilities and giving me the freedom to 
attend to my studies undisturbed. 
Finally I must thank all the others who helped me in various capacities in 
making the dissertation a success. 
Content 
Abstract 1 
Introduction 
Chapter One Architecture, Architects and 
Architectural Design Approach 
1.1 Introduction 8 
1.2 Definitions of Architecture 8 
1.2.1 Architecture as "Spirit' added 'Matter' 9 
1.2.2 The Expected Role 10 
1.3 Architect 11 
1.3.1 Architect's Educational Base 11 
1.3.2 Thinking Patterns of an Architect 12 
1.3.3 Architect's Behavioural Characteristics 13 
1.4 The different Schools of Thought in Practice 13 
1.4.1 Problem Solv ing 'Model 14 
1.4.1.1 The University of Nott ingham 14 
1.4.1.2 The Chinese University of 
Hong Kong 15 
1.4.1.3 The University of Newcastle 17 
1.4.1.4 An Examination of "Problem 
Solving' Model 20 
1.4.2 Human-Environmental 'Model 21 
1.4.2.1 Glasgow School of Art -
The Mackintosh School of 
Architecture 21 
1.4.2.2 University of Virginia 22 
1.4.2.3 An Examination o f Human 
Environment' Model 
1.4.3 'Professional 'Model 
1.4.3.1 University of Washington 
1.4.3.2 De Montfort University 
1.4.3.3 University of Hawai ' i at Manoa 
1.4.3.4 An Examination of 
1.4.4 'Excellence in Design' Model 
1.4.4.1 Harvard University 
1.4.4.2 The University of Auckland 
1.4.4.3 An Examination o f 'Exce l lence 
1.4.5 'Community Model ' 
1.4.5.1 University of Hong Kong 
1.4.5.2 Yale University 
1.4.5.3 Oxford Brookes University 
1.4.5.4 An Examination o f 'Commun i t y 
'Professional ' Model 
in Design' Model 
Model ' 
Chapter Two The History and the Development of 
Design Methodologies 
2.1 Introduction 
2.2 Origin of 'A Methodology' 
2.2.1 Empiricism 
2.2.2 Rationalism 
2.3 1960's 39 
2.3.1 Dennis Thornley 
A Systematic Basis for Teaching 39 
2.3.2 J Christopher Jones 
A Method of Systematic Design 41 
2.3.3 Bruce A r c h e r - 1 9 6 3 
Systematic Method for Designers 45 
2.3.4 Christopher Alexander - 1 9 6 4 
Notes on the Synthesis of Form 47 
2.3.5 P H Lev in -1966 /1967 
Decision-Making in Urban Design 51 
2.3.6 John Luckman - 1 9 6 7 
Analysis of Inter-connected 
Decision Areas (AIDA) 52 
2.4 1970'S 55 
2.4.1 A.R.G I s a a c - 1 9 7 1 
Approach to Architectural Design 55 
2.4.2 Christopher Alexander - 1 9 7 7 
A Pattern Language 58 
2.4.3 Juan Pablo Bonta - 1 9 7 9 
Architecture and its Interpretation 60 
2.4.4 Jane Darke-1979 
Generator-Conjecture-Analysis 62 
2.5 1980's 63 
2.5.1 Bryan Lawson - 1 9 8 0 
How Designers Think 
Geoffrey Broadbent - 1 9 8 3 
An Environmental Design Process 
63 
2.5.2 
66 
Chapter Three The Timeless Way 69 
3.1 Introduction 70 
3.2 An Examination of Available Models 70 
3.2.1 Schools of Thoug hts 70 
3.2.2 Theoretical Models 71 
3.3 The Proposed Model 72 
3.3.1 Concept of the Model 72 
3.3.2 Framework of the Model 73 
3.3.3 Elements of the Model 77 
3.3.4 Design Process of the Model 83 
3.3.5 Validity of the Model 85 
3.4 The Universal Steps 86 
Chapter Four Conclusion 88 
4.1 Introduction 89 
4.2 The University of Moratuwa Model 89 
4.3 Summary 91 
> 
Annexes 94 
Annexe 1 -
Annexe 2 -
Annexe 4 -
Annexe 5 -
Annexe 6 -
> 
Annexe 7 -
Annexe 8 -
The University Nott ingham 95 
1.1 Introduction 95 
1.2 Graduate Studies Modules 98 
The Chinese University of Hong Kong 
Curriculum 103 
University of Newcastle 105 
Content 105 
Designs 109 
Submission and 
Assessment Network 141 
3.4 Assessment Criteria 144 
University of Virginia 
Curriculum 153 
University Of Washington 
Course Listing 158 
University of Hawai ' i at Manoa 
Course Descriptions 163 
Harvard University 170 
7.1 Course Content 170 
7.2 Courses of Instruction 172 
The University of Auckland 185 
8.1 Degree Course Structure 185 
8.2 Paper Aims and Prescriptions 187 
Annexe 3 - The 
3.1 
3.2 
3.3 
Annexe 9 - Yale University 
Curriculum 199 
Annexe 1 0 - Oxford Brookes University 205 
10.1 Course Components 205 
10.2 Course Comment Sheet 208 
Annexe 11 - J Christopher Jones 
A Method of Systematic Design 211 
Annexe 12 - John Luckman 
Analysis of Inter-connected 
Decision Areas (Al DA) 217 
Annexe 13 - Christopher Alexander 
A Pattern Language 222 
Annexe 14 - Geoffrey Broadbent 
An Environmental Design Process 234 
Bibliography 240 
List of Books 241 
List of Journals 243 
List of University Brochures 245 
Abstract 
Architecture is defined in many forms. Its a science, as well as a form of art. But 
it is not a pure science; as Julien Guadet says -
"Well no, architecture is not a science of numbers, and if it was necessary to 
prove it, I would prove it in one word, the word art...". 
(Elements of Architecture, page 64) 
Though it is defined in many forms, at the end, architecture always ends up 
with physical objects; as Franz Oswald sees it, 
" architecture is always oriented toward two poles: towards objects for the 
purpose of creation; towards creating objects for the purpose of seeing.", 
(Elements of Architecture, page xiii) 
where it can be sensed and felt. Therefore it is always 'Spirit ' added 'Matter'. 
This addition of 'Spirit' must have a beginning and an end. Architecture and its 
learning process has two aspects. The first is design teaching methods adopted 
by academics in schools of architecture and the second, the theoretical design 
models developed by philosophers. 
The development of the dissertation starts with the definitions of architecture 
and the architect. Then it comes to different schools of thought, where the basic 
training in this field is given. The second stage looks at the development of 
theoretical design models and its approaches to designs. The third and final 
looks into the universality in the design processes through the universality of 
design steps. 
Architecture is not an 'Element' but an 'Object' that comprises millions of small 
elements; as Kenneth Frampton proposes, 
"stage sets are a land of Architecture, but architecture is not a stage set.", 
(Elements of Architecture, Page x) 
in the same manner, the dissertation on 'Timeless Way of Building: An 
Examination of the Universal Steps in the Design Process in Architecture', 
researches into the universality of design steps and processes.