Embodied reasoning in architectural critique

In this paper we explore the use of analogical reasoning a means for identifying problems in architectural critique interactions. We focus in particular on the conversational invocation of specific architectural references as comparative cases intended to expand, clarify, or challenge details in student presentations. These analogical comparisons are not merely asserted by critics, but are interactively achieved as multimodal forms of action that combine talk with other forms of embodied action. Moreover, taking into account the wider goal structures in which the comparisons are embedded, we argue that in the context of architectural education, reasoning through analogy is a key means for socializing students into certain aspects of professional architecture and testing the limits of architectural knowledge.

► We explore the use of analogical reasoning in architectural critique interactions.
►  We focus on how analogical references clarify or challenge student presentations.
►  Reasoning is achieved interactively by combining talk with forms of embodied action.
►  Embodied reasoning helps socialize students into professional architecture.
►  Embodied reasoning visually tests the limits of architectural knowledge.