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Architectural Education at the Crossroads Frontiers of Architectural Research (2014) 3,76–78 Available online at www.sciencedirect.com Higher Education Press www.elsevier.com/locate/foar COLUMN Architectural education at the crossroads Alexander Tzonis Department of Architecture, University of Technology Delft, Delft BL 2628, The Netherlands Received 2 January 2014; accepted 7 January 2014 In a world undergoing global changesatascaleandkindnever environment, urban or natural. Can architectural education encountered before, a world not only of unprecedented do something about it? And if it can, does that mean that in technological innovation, economic might, and global acces- addition to the present knowledge for designing and con- sibility, but also a world of unparalleled socio-environmental structing, a new kind of knowledge has to be introduced to crises, are our schools of architecture providing the right enable rethinking of the way we create, preserve, and alter knowledge required for design and construction? cities and landscapes in our time? And if so, which knowl- The global changes, good and bad, that characterize our edge has priority and how will it enter the existing contemporary world are closely linked with the record curricula? upsurge of construction, unparalleled architectural and Talking about the current need to rethink and renew engineering feats, and frenetic space acrobatics that domi- architectural education, one should be constantly reminded nated and still dominate most parts of the world in China, in that the context within which voices are raised demanding the US, and in Europe. Never before had architects around reform and questions are asked about modifying and the globe at their disposal such profusion of means to expanding architectural education today is not that of construct, financial, technological, and legal. Never before unlimited resources (as was the case in Europe and the US was the desire of clients to create ‘Architecture’ so strong. during the 1950s and 1960s). Ours is the era of increasing Yet, during this time, soaring unanticipated, intractable, costs and diminishing pubic financial support to academic irreversible crises affected the quality of the environment institutions all over the world and to some degree even of most cities economic, ecological, and social that con- China, despite the robust current state of its economy and tinued to decline steadily, ecological damage surpassed its serious public commitment to support education. every previous record, and the diversity and numbers of Thus, time and again architectural educators are confronted the various biological species collapsed. with the difficulty to provide a direct link between investment An overwhelming amassing of evidence has shown that in architectural education (in courses such as history) and the accumulation of single buildings, even if they are prize- economic benefits in the real world. Moreover, although winning masterpieces, ‘star-buildings’ by ‘star architects’ architectural education does not need expensive sophisticated and by ‘star-developers’, does not lead to a better instruments and vast laboratories, like chemistry or physics, its labor intensive courses, such as design studios, are the targets of criticism as uneconomical sectors of education. Last but not E-mail address: [email protected] least, in many parts of the world economic reasons require the Peer review under responsibility of Southeast University. reductionoftimeforprofessionalarchitecturaleducation. In some countries, such the Netherlands, where the duration of studies used to take as much as fifteenyearsitisnow squeezed down to five years and as a result diminishing considerably available learning time. 2095-2635 & 2014. Higher Education Press Limited Company. Production and hosting by Elsevier B.V. Open access under CC BY-NC-ND license. http://dx.doi.org/10.1016/j.foar.2014.01.001 Architectural education at the crossroads 77 In addition, as opposed to the decades of the 1950s, such courses and acquired technical knowledge which 1960s, and 1970s, when architectural and planning educa- subsequently they failed to recruit during their practice. tion was exercising a pioneering role trying out revolution- In other words they did not know that they knew. Con- ary ideas and schemes that the profession did not dare yet sequently the emerging pedagogical challenge is not to touch, today, for many complex socio-economic reasons, teach more scientific subjects relevant to contemporary architectural schools are lagging behind the profession as a situations but how to teach such subjects in ways that their place of design innovation and technical experimentation. knowledge is cognitively ‘accessible’ when and where Following this brief list of general remarks put together in needed in the minds of the designers. (The same is true a rather open ended way, a number of concrete key not only about scientific and technical subjects but also problems about architectural education emerge that have social sciences and humanities knowledge needed in archi- to be explored and tackled. tectural practice). It is universally acknowledged that architectural educa- Finally, a major challenge to architectural education tion, after a long tradition of dealing only with objects, today relates to the dichotomy between a curriculum needs to recognize as the top priority is the need to focus on that focuses on ‘global’, ‘universal’ or ‘core’ architectural the everyday user and uses of the built environment – knowledge and ‘local’, ‘regional’ one. There are not only people, animals and life supporting processes – as opposed philosophical, moral, and political issues associated with to designing for the architectural media, to a very high this question but also practical ones about educating for degree a common practice during the last thirty years. That ‘global practitioners’ as opposed to one for designer that means bringing into architectural teaching sociological and would serve regional communities towards safeguarding environmental–ecological knowledge. Linked to it is the environmental and socio-cultural resources and diversity. need to return to planning (urban, regional, and environ- Related to this question is the place of history in the mental) that was diminished in architectural practice and architectural curriculum today. A school that gives priority suppressed in most schools of architecture during the last to ‘global’, ‘universal’ or ‘core’ architectural knowledge three decades, replaced by private entrepreneurship taking tends to handle this knowledge abstractly outside of the over urban and regional development together with the conditions that created it. On the other hand an alternative mythology of the omnipotent hero “star-architect”. approach considers architectural knowledge and environ- This brings us to the dilemma that many schools of mental values not as abstract eternal entities but rooted in architecture around the world face today: the demand to concrete space–time contexts and in response to specific choose between education to form future star-designers and socio-economic and cultural needs and aspirations. Then in one for designers to confront efficiently, effectively, and this latter case one can see the possibility of learning the humanly ordinary life environmental needs. The pressure polymorphic dynamic architectural knowledge critically for turning schools into design star-making machines nested in a dynamic historical framework. originates not only from the top down, administrators or When all is said and presented about the endless list of executives in search of publicity and prestige, but also from subjects that have to be introduced in architectural educa- the ground up, young students under the influence of mass tion to keep up with the needs and aspirations of our time, media demanding from schools to provide them with the in the very end the hardest question of all is how this capacity to win flashy awards and glitzy trophies rather exploding list fits into an already over-eclectic overblown than contributing to the natural and social quality of the curriculum without widening the gap between architectural environment. knowledge and practice, theory and reality. Linked to the demand for ‘star-making’ education is the What is needed in this case is a more radical institutional publicity driven media attitude that prefers to praise star rethinking. The question then is to explore if we should try architects offering them awards and trophies for their to invent from scratch such a new model of architectural ‘creativity’, in the sense of bringing about ‘original’ pro- education or if there are precedents here in China, in ducts rather than products that respond inventively to Europe, or in the US that combine theoretical academic environmental needs and aspirations. Consequently archi- multidisciplinary teaching with learning from collaborative tectural education in many parts of the world talk about practice of multiple professional specialties such as the education for ‘creativity’, without paying much attention to academic hospital. what creativity is about and how in a rational way it can be Given the rigor and the reflective critical way with which enabled with beneficial results for generating environmen- cases can be controlled within such academic ‘design tal well-being and happiness. practice’, not only do theory and practice meet comple- Further on, while many architectural schools dream of menting each other but their complementarity also provides creating creative
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