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9781032062082

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This is a remarkable collection of essays that demonstrate for both teachers and students that pedagogy is a dynamic process-one that must constantly evolve its methods, aims and media. Ines Weizman, Head of PhD Programme, School of Architecture, Royal College of Art, UK Methodologically speaking, Architectural Education Through Materiality has emerged as any powerful pedagogic prototype is inclined to do: through discussion, exchange, collaboration, transposition, provocation, iteration, reflection, and proposition. This deeply reflective endeavour offers the epistemological archaeology work needed to ensure architectural pedagogies can evolve equitably and inclusively. Harriet Harriss, Dean of the School of Architecture, Pratt Institute, New York, USA Now, as we find ourselves in a world that begs for reconsidering the way we build, we may want to review the way we educate architects too. Hence, a book that looks back at 20th-century architectural education in a fresh and insightful manner-shifting attention from the ends to the means-seems to be timely indeed. By presenting many episodes worth studying and re-evaluating, this book not only shows how architecture was taught-it also offers a plethora of new insights and ideas for how it could be taught. In short: there is much to be learned from this book. Jasper Cepl, Bauhaus-Universitat Weimar, Germany This welcome addition to the library on architectural education elevates the stuff of the studio, the lecture hall, the seminar, and the site visit. The question of what one could see, hear, or touch is in these pages traded for that of how students and teachers encountered and activated images, ideas, models and experiences. More than a meditation on pedagogy, this book captures a series of views on what architecture is, at precise moments, as something to impress upon its students. Andrew Leach, University of Sydney, Australia

This is a remarkable collection of essays that demonstrate for both teachers and students that pedagogy is a dynamic process - one that must constantly evolve its methods, aims and media. Ines Weizman, Head of PhD Programme, School of Architecture, Royal College of Art Methodologically speaking, Architectural Education Through Materiality has emerged as any powerful pedagogic prototype is inclined to do: through discussion, exchange, collaboration, transposition, provocation, iteration, reflection, and proposition. This deeply reflective endeavour offers the epistemological archaeology work needed to ensure architectural pedagogies can evolve equitably and inclusively. Harriet Harriss, Dean of the School of Architecture, Pratt Institute, New York Now, as we find ourselves in a world that begs for reconsidering the way we build, we may want to review the way we educate architects too. Hence, a book that looks back at 20th-century architectural education in a fresh and insightful manner-shifting attention from the ends to the means-seems to be timely indeed. By presenting many episodes worth studying and re-evaluating, this book not only shows how architecture was taught - it also offers a plethora of new insights and ideas for how it could be taught. In short: there is much to be learned from this book. Jasper Cepl, Bauhaus-Universitat Weimar This welcome addition to the library on architectural education elevates the stuff of the studio, the lecture hall, the seminar, and the site visit. The question of what one could see, hear, or touch is in these pages traded for that of how students and teachers encountered and activated images, ideas, models and experiences. More than a meditation on pedagogy, this book captures a series of views on what architecture is, at precise moments, as something to impress upon its students. Andrew Leach, University of Sydney

This is a remarkable collection of essays that demonstrate for both teachers and students that pedagogy is a dynamic process-one that must constantly evolve its methods, aims and media. Ines Weizman, Head of PhD Programme, School of Architecture, Royal College of Art, UK Methodologically speaking, Architectural Education Through Materiality has emerged as any powerful pedagogic prototype is inclined to do: through discussion, exchange, collaboration, transposition, provocation, iteration, reflection, and proposition. This deeply reflective endeavour offers the epistemological archaeology work needed to ensure architectural pedagogies can evolve equitably and inclusively. Harriet Harriss, Dean of the School of Architecture, Pratt Institute, New York, USA Now, as we find ourselves in a world that begs for reconsidering the way we build, we may want to review the way we educate architects too. Hence, a book that looks back at 20th-century architectural education in a fresh and insightful manner-shifting attention from the ends to the means-seems to be timely indeed. By presenting many episodes worth studying and re-evaluating, this book not only shows how architecture was taught-it also offers a plethora of new insights and ideas for how it could be taught. In short: there is much to be learned from this book. Jasper Cepl, Bauhaus-Universitat Weimar, Germany This welcome addition to the library on architectural education elevates the stuff of the studio, the lecture hall, the seminar, and the site visit. The question of what one could see, hear, or touch is in these pages traded for that of how students and teachers encountered and activated images, ideas, models and experiences. More than a meditation on pedagogy, this book captures a series of views on what architecture is, at precise moments, as something to impress upon its students. Andrew Leach, University of Sydney, Australia

Author Information

Elke Couchez is an FWO Senior Postdoctoral Research Fellow at the University of Hasselt, Belgium. Rajesh Heynickx is a Professor in Architectural Theory and Intellectual History at the Faculty of Architecture, KU Leuven, Belgium.

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