Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the 'Hidden Curriculum'.

We argue that such an approach is not only methodologically sound and acceptable, but also essential - at this early stage, and also in the context of the larger project, which proposes to understand the mental well-being of architecture practitioners and students in a continuum, within the context of professional identity in architecture, and socially constructed work cultures in architecture (both in education and practice). It is possible to also find such ideas in US-based and international blogs, where the rhetoric is equally strong - painting a "blatantly bleak picture of the architecture student experience,"[32] driven by a "culture of suffering"[33] founded in the "fetishization of exhaustion."[34] Based on these accounts alone, it would seem that there is a strong perception, and ample anecdotal evidence, of problems with mental health and well-being in architecture, in both education and practice, and in the two as they overlap and influence one another, and that this perception seems to hold strong throughout the anglophone world. This polarization between the art and business of architecture serves to cultivate weak organizational structures and poor work practices (HR structures and policies, financial management, time and workflow management) and this leads to stress, overwork, and burnout. Keywords: curriculum; pedagogy; architecture; practice; professional issues EN curriculum pedagogy architecture practice professional issues 85 97 13 03/03/22 20220301 NES 220301 Introduction: Health Within and Without Architecture Research addressing the relationship between health and architecture has frequently focused on what architects I produce - i the spaces, infrastructures, and buildings that result from their work - and the effects these have on the health of their various publics and occupants. [Extracted from the article]