IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

Traditional architectural education has remained largely unchanged since its origins in the École des Beaux-Arts, emphasizing individual authorship, mastery of representational techniques, and the isolated building as the ultimate measure of success. While this model ironically aligned with the building culture of the late 20th century—the iconic building and the star architect—the urgent challenges of the 21st century, including climate change, social justice, biodiversity loss, and urban vulnerability, demand a fundamental rethinking of architectural pedagogy. This paper advocates for expanding architectural education beyond the Beaux-Arts tradition by integrating collaborative approaches with related disciplines such as landscape architecture. While retaining core studio practices and critical design skills, the proposed model introduces transdisciplinary engagement and community co-design as central components. Through a series of studio projects addressing real-world issues—most notably increased pluvial flooding—we explore how architecture and landscape students collaborate with local communities to develop adaptive strategies for the built environment. We highlight two recent projects: one examining pluvial flooding in the town of Pontinia in the Agro Pontino region of Italy, and the other addressing flooding at a racecourse on a potential housing development site in Avondale, Auckland, New Zealand. We discuss pedagogical techniques used to help architectural students simultaneously understand architectural problems within a broader context and become aware—both conceptually and measurably—of the impacts that pluvial and fluvial flooding will have. These methods encourage students to begin working in a collective and integrated manner. These projects illustrate how a broadened pedagogical framework can prepare future architects to address complex socio-environmental challenges and foster collective responsibility in shaping resilient urban futures.