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The first episode of a two part mini series on - Formalism and Non-formalistic Approaches in Architecture - where the teaching of architecture and guidance inform how we approach architecture practice, where it needs to be more critical rather than mere form-making generated and embellished from schematics and passed as aesthetics.

"Architecture is often approached in a formalistic manner, with heavy emphasis on form, geometry, composition, and aesthetics. This focus serves as a foundational method for teaching design, establishing architectural autonomy, and managing the complexity of creative projects. However, it reveals little about the deeper reasons behind this predominance. The formalistic approach has long been criticized for neglecting functionality and context. Yet it remains deeply rooted in the history of art theory, providing students with a precise language to understand, analyze, and create built forms. We question whether this approach is relevant now then ever, or alternative approaches from Phenomenology and Dutch Structuralism would be better to create a more functional and inclusive design" (Naziaty Mohd Yaacob's Essay on Formalism and Alternative Approaches to Architecture, 2026)

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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Four weeks ago I commented on the idea of collaboration, as if the ability to collaborate is necessary in order to have leadership skills.

What are the essential qualities and why is it important that an architect have leadership skills? There are a lot of other skills associated with that - adaptability, understanding context and the fit, steering based on processes which are relevant to the task at hand …

A lecturer has to know how to guide, that’s the very least of the skill they need to have in a collaboration with a student but how does the student learn how to lead and be the driver of his or her project? Then only he/she know how to collaborate with other people ie consultants.

My podcast today answers this question based on conversations we had with Kevin Mark Low before. And subsequent conversations with Azari & Seshan Design, as well.

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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In the first episode of the series on design approach and methods, we discuss the Preface of Christopher Alexander’s 1964 seminal work, Notes on the Synthesis of Form, the 1971 paperback.

The discussion highlights Alexander’s pivot from a rigid "design method" toward the profound simplicity of the diagram—later known as a pattern. This approach moves beyond the academic "cult of method" and returns the focus to the practical, intuitive act of shaping forms that respond to real-world requirements.

Drawing parallels to modern architectural practice, we relate Alexander’s theories to the layering of functional systems, such as accessibility, safety, and structural integrity. Using the example of a library design, the podcast illustrates how various "sub-problems"—from circulation patterns to shelving—are resolved through specific diagrams and then fused into a final project.

The episode emphasizes a logic-based approach to design over purely emotional or "signature" aesthetics, arguing that an architect’s primary duty is to serve diverse public needs. By investigating the "goodness of fit" between a form and its context, designers can create inclusive spaces that are thoroughly researched rather than superficially styled.

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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A scenario of the architectural design studio project for a community that would have made a better impact in terms learning for the students, when site-context specific rather than a project that objectifies for 'citation', ' data' and 'research agenda'.

How this sort of project would "fail in the rankings" and not encouraged in schools of architecture.

A closing manifesto is concluded at the end of episode.

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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Last 29 December 2025, the Vice Chancellor of Universiti Malaya in an article says “Let me be clear: rankings are not the goal; they are a means. The goal is, and has always been, to create knowledge and graduates that make the world a better place. If climbing the rankings comes as a result of doing that goal well, then we should welcome it.

We must remember that our true rank is measured by the positive difference we make for humanity and the world, and as a compass of good, and that alone, remains the most noble of all.”

Today's podcast episode is to address the VC's quote from the architecture education perspective.

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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The conclusive episode (Part 3) to underline the bigger picture of problems in architecture education where we need to deal with the following:

1. Architecture design studio curriculum needs to be clear on the "design problem" identification and solving them as complexities in the final year project (Part 1) and design thesis (Part 2).

2. The role of the architect as collaborators and teaching in the school architecture how to collaborate and not just merely follow instructions from the part time critics and tutors as it is not really the 'master-apprentice' approach which is not feasible in this day and age any way.

3. The misplaced fascination on university rankings and placing importance on research and publication (70%), leaving academics to focus on teaching at a miserable 30%, thus lessening the quality of studio teaching, hence shifting the responsibility to practice instead when it comes to what we discussed in Part 1 & 2 episodes.

4. A call for the institutions of architecture and the fraternity to 'fight back' on the architecture education aspects and not let Ministry of Higher Education dictate on what architecture education need to be as per points number 1, 2 & 3 above. This is regarding the poor training of students of architecture due to the fascination with university rankings linked to key performance indicators of academics (KPIs).

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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Part 2 continues the discussion on the systemic problems where "the burden of education has quietly shifted from academia to practice", by referring to Seshan Design SB Handbook and points discussed in Part 1 of the same topic.

Naziaty started by what went wrong in architecture education and how and why we lost our direction. It will span from when I started architecture in 1980 until now. 46 years of reflection plus the on-going discussion on social media especially Facebook.

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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A frank discussion on a commentary based on Seshan Design's post in a Facebook Group. They highlighted on systemic problems where "the burden of education has quietly shifted from academia to practice", and later gave comments on the problems specifically: the lack of fundamental skills on:

1. Drawing clearly

2. Understanding how buildings put together

3. Accuracy

4. Coordination

5. Accountability

I discussed what happens (happened) and why it is a systemic problem in schools of architecture in Malaysia.

© 2026 Talk Architecture, Author: Naziaty Mohd Yaacob.

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Do subscribe for premium content and special features which will help to support and sustain Talk Architecture podcast on a more in-depth explanation on design thesis and processes. These special commentaries and ‘how to’ explanations are valuable insights and knowledge not found elsewhere!