Automated system test schedule

Abstract

Architecture has long been about an attempt to create a balance between theory and the technical means of production involved with practice. A new interest in this balance emerged in post-war Germany at Bauhaus, which was eventually interwoven into North American architectural education. The Bauhaus was one of the first schools that attempted to rectify past imbalances through its curriculum, educating students in both the theoretical nature of design and the technical practical nature of craft. The Bauhaus stringently rejected the industrial revolution mentality of machines replacing age-old trades. Rather, they sought an education that encouraged students to use technology to craft their design projects, without becoming disembodied from their work. This proved to be fertile ground as the students could design anew. Bauhaus inspired many of the architectural curriculums across North America to modernize their programs. The question is, does this Bauhaus mentality remain relevant in today’s education? Architectural education today is faced with change; many past skills of architecture are becoming digitally automated, and the traditional balance between theory and practice is becoming increasingly unbalanced. For example, today there is a large focus on students to be technically inclined to work within a digitally reliant architectural workforce. 5 Yet, there is a price for this; students are becoming disembodied from the work they create, a particularly relevant topic to consider in today’s pandemic situation. This paper will examine the lessons of Bauhaus to determine if it may offer us any solutions to our present dilemma of disembodiment.