IN-PERSON Prague Research & Teaching Conference

Abstract

The search for a proper answer to the question, what is architectural education, raises even more fundamental questions: What is the essence of the object of our teaching? Today, whether we live at the height of progress, or simply suffer from the ongoing crisis of global modernism, we can see that architectural reality is infinitely complex. Even though it varies by culture and over time, it remains the same. Therefore, how can studio teaching, and more broadly, architectural design, be understood considering the rapid changes in the way we perceive and understand architecture? To address the question, we will focus on three lines of thought: Most architectural schools teach and practice the same linear studio stages even if the order and combination of years differ. We will try to clarify and address the gradual progress to which we are accustomed and the difference between solving architectural projects and reformulating the project meaning, in a sense of modifying the way of thinking. Meaningful professional dialog between Academia and Practice is necessary for our time which is characterized by society’s growing conflict and uncertainty. One should ask what kinds of interaction exist between academia and practice, and what sets architectural research apart from classical scientific research. The Problems defining the act of creation. The way architects perform may be a decision-making process, in which there is always- to some extent- an intuitive dimension, how can we relate to this issue in architectural education? In this lecture, we hope to reveal a hidden dimension of architectural education and suggest incorporating a new understanding of architectural discourse, one that extends beyond technical pragmatic solutions, or even beyond aesthetic solutions.