By Land, by Air, by Sea

Teaching implies research, and research implies teaching—in the context of our studio methodology. In the studio, students and teachers spend long hours in time-intensive studio sessions, critiques, and reviews. Hence, the best chance to achieve the required research progress, despite the categorical lack of time, is given by a simultaneous combination of teaching and research in a collaborative act by students and teachers. This is when research becomes teaching, and teaching becomes research. We take comfort in the categorical awareness that any research—independent of academic subject or professional affiliation—depends on the collection of particular sorts of evidence through the prism of particular methods, and every method has its strengths and weaknesses (Britten and Fisher, 1993). Likewise, the Merriam-Webster definition of research (2017)—1) a careful or diligent search, 2) a studious inquiry or examination (especially an investigation or experimentation aimed at the discovery and interpretation of facts, revisions of accepted theories or laws in the light of new facts, or practical applications of such new or revised theories or laws), and 3) the collecting of information about a particular subject—comprises design work and related analytical efforts. Our contribution is about the particular research form of field research or fieldwork.