Teaching practice as research: the case of the ‘Dutch Academy’ in the 1960’s and 1970’s (original) (raw)

Introduction: research teaching? According to the International Union of Architects (IUA), the architect's education, and therefore the training of future professionals, constitutes one of the greatest challenges for the built environment and its environmental, patrimonial and cultural balance. Universities and training centers have the responsibility to improve the theoretical and practical training of future architects to enable them to meet the expectations of 21st century societies. Likewise, it strives for methods of training and learning that are varied, so that they enhance to respond to the demands and requirements of customers, users, the construction industry and the profession and being aware of the political changes. Therefore, it is convenient to promote among teachers and students of the most diverse institutions and schools. Most of these debates are generated around the three spheres that form the activity of every school of architecture: profession, teaching and research. These spheres are usually associated in pairs. The profession-teaching axis links the classrooms to the real world of construction, which is increasingly a minority among younger professionals. The profession-research axis is conveyed in two ways: either with Chairs and the design of patents; or incorporating the