Homan Khajeh pour - Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Shahab Kariminia - Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Mahmoud Reza Saghafi - Faculty of Architecture & Urbanism, Art University of Isfahan, Isfahan, Iran
Marziyeh Piravi Vanak - Faculty Member, Art University, Isfahan,Iran

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 ۳۱۸ 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? And can a diary establish a basic understanding of theory and practice for students? To reach the necessary outcome of this study quantitate data were gathered by processed questionnaires to establish a fundamental conclusion to this method. According to the data gathered around ۲۵ percent of the students agreed with the theory and more than ۵۷ percent accepted this method as both a theoretical and practical learning tool.

Architecture education, Pheno-pragmatic, Theory and practice gap, Architectural writing