Universitas/universities. Architectural Schools in the world (original) (raw)
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Education through Architecture
Education through Architecture, 2013
The starting point for this research work is the thesis that architecture should be the basis of education. On an analogy with the book Education through art of Herbert Read, we support this thesis, building bridges between thinkers, educators and researchers, namely, by converging the theory of complex thought of Edgar Morin, the studies on multiple intelligences of Howard Gardner and the theory of progressive education of John Dewey. We faced doubt when we try to integrate architecture on a discipline group classification. It is a social science, or a natural science? Maybe it's both, i.e. apply, use and belong simultaneously to both classifications. Vitruvius also describes this "architecture is a science adorned with many other disciplines and knowledge". Integrates knowledge of natural science with knowledge of the social sciences, models the territory in response to social demands. It is art but is also technology, is the convergence of interdisciplinary knowledge, destroys disciplinary boundaries and builds transdisciplinarity. Thereby architecture has the ability to integrate the aesthetic expressive experience, the technical operating knowledge, the deductive analytical knowledge and the normative ethical self, reunifying the art, territory of complexity with science, territory of simplification. And is this capacity that interest us, instead of creating possible realities like art, architecture creates real possibilities.
Architectural education differs from other forms of formal higher education. Universities traditionally do not know where to ‘place’ architecture: along with social sciences or engineering? At each university Architecture is situated within a different faculty. Former polytechnics in the UK offer a more practical solution, and situate architecture within Art and Design subjects. Is architecture a science? Is it an art? Can it be studied through learned knowledge, in lecture halls, or through practical experimentation? There are many universities around the world that offer architecture courses and degrees: each university has unique teaching methods. This is due to the fact that not one teacher/professor is the same as another, as well as to the difference in approach on offer at each university. On top of this the quality of education can also be measured against the quality of the learning environment. There are many factors that effect and contribute to a learning environment, such as - building layout, quantity and quality of facilities, teachers, fellow students etc. These elements are all very different yet just as important as one another. This essay looks at the different means through which institutions of Higher Education teach Architecture and at the physical environments in which it is taught.
A framework for architectural education
Frontiers of Architectural Research, 2014
Complaints about the poor performance of architects and the declining quality of buildings have been common in the west since the Renaissance. They intensify at the end of the eighteenth century, when architectural education became institutionalized. The failures were blamed not only on the architects but on what was thought to be the poor quality of architectural education. To some these criticisms were irritating but only few thought they were dangerous or useless. In fact the criticisms ultimately became instrumental in generating major innovations and reforms in architectural education and facilitated the technological, functional, and 'cultural' modernization of buildings and soon after the French Revolution contributed to the closing down of the the Académie d' Architecture, (founded in 1671) and the subsequent founding of the two most influential international educational institutions, the Ecole de Beaux Arts and the Ecole Polytechnique. Interestingly today, despite the unquestionable unanticipated, intractable, irreversible destruction of the quality of the environment, cultural, economic, social and ecological, due to bad building and overbuilding, there are very few articulate uncompromising criticisms suggesting that architectural education is to blame for the errors designers make. One of the reasons for this relative apathy, if not passivity, is that, despite the gravity of the environmental-architectural situation and the dynamic and aggressive construction
How The Environment Could Teach. Louis I. Kahn’s Architecture
European Scientific Journal, ESJ, 2017
The architecture of Louis I. Kahn changed radically in the 1950s. Such was the transformation that it is difficult to find its unmistakable mark in works so different like the miesian Parasol House (1944) or the palladian Fleisher House (1959). All these differences have been widely recognized by leading architectural critics, and some of them even venture to place that process of change while he was at the American Academy in Rome between 1950 and 1951. They are absolutely right in terms of time and place. But the real question arises when it comes to establishing the reasons for such a radical change in his short stay in Rome. The answer, however, is more difficult…. The three months that Kahn spent in Rome as a Resident Architect (RAAR) were really intense. Contrarily to what one might think, he was more a college friend than a Professor. His job allowed him to travel and also encouraged him to do so, so Kahn used to do it a lot. Some of these trips were nearby, but he also made ...
Metametaphor of architectural education
Twenty-first century education of architects is further challenged by new markets, users and contractual situations and whole countries and civilizations which here-to-fore had little or no need for professional architectural services as practiced in already industrialized and developed nations.
An idea of Architecture: Schools of Architecture
AGATHÓN - International Journal of Architecture Art and Design, 2018
In the face of the changes in recent years that have characterized world architecture and its transmissibility, this paper poses certain questions to seek an answer in the analysis of some schools of architecture which have been able to defend themselves from that liquid horizon and from those changes caused primarily by the social penetration of technologies thanks to having a strong identity and a well-defined cultural project. Four schools have been compared: the Escuela de Arquitectura y Diseño (PUCV) of Valparaíso; the Cooper Union of New York; the Faculty of Architecture of the University of Porto (FAUP); the School of Civil Architecture of the Polytechnic University of Milan-Bovisa.
The Metametaphor of Architectural Education
Twenty-first century education of architects is further challenged by new markets, users and contractual situations and whole countries and civilizations which here-to-fore had little or no need for professional architectural services as practiced in already industrialized and developed nations.