In the last two decades the profession of architecture has changed dramatically, but the process of architectural pedagogy has been slow to respond to this change. With changes in the structure of contemporary societies, the emergence of housing problems and squatter settlements, the deterioration of historic cities, and the emergence of large structures and new building types, new knowledge became necessary for architects and educators. This eventually set the standard for skills architects need and the manner in which they should organise these skills as a profession (Guttman, 1988). In response to this change, one can argue that architectural pedagogy should offer a wider knowledge base for students to control their work and become real professionals.