IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

In the context of architectural pedagogies, teaching contemporary theories is an opportunity to explore architecture-making as an intellectual endeavor rather than a reactive practice focused solely on technical resolution and commercial impact. As we define content for architectural theory or other non-studio courses, the range of topics and authors may be expansive, creating challenges in implementation and student engagement. This research seeks to identify ways to address curricular challenges in teaching theory-focused courses by uncovering and highlighting epistemological issues in the production of architectural theories. When considering the range of approaches defined by major architectural manifestos and influential theories since the 1960s, it is possible to classify them according to more specific epistemological approaches. The spectrum ranges from authors who view architecture as an isolated self-referential discipline, validated in its own terms, to others who understand architectural practice through its continuous dialogue with humanity and its impact on society. In this spectrum, we can also understand tensions between objective and socially constructed visions, impacting methodological and analytical tools. Based on several years of teaching architectural theory courses in an undergraduate Bachelor of Architecture program, this session will discuss diverse approaches to theory and how they can impact the organization and implementation of pedagogical practices in non-studio courses. In general, establishing clear epistemological frameworks and categorizing related texts accordingly can facilitate the contextualization of theoretical perspectives and design methodologies. This approach enhances accessibility for undergraduate students by providing structured guidance to their learning process.