Teaching Beyond the Curriculum

Abstract

The past fifteen years have brought substantial and profound changes with the introduction of technology, both in society in general and in teaching. The disruptions that the fast-paced manner of life in modern cultures has been imposing on people’s lives are also to blame, in addition to the introduction of new technical components into society. The required time to mature for critical thinking appears to have been put on the back burner. The response tends to be brief and mimetic because knowledge becomes increasingly fugal if we summon a musical concept to conduct an image. Teaching, particularly in the humanities and arts, reflects this. The text we suggest is based on finding time for teaching in these areas where creativity and reflection have their own time. Through a text by a Portuguese Pritzker Prize-winning architect, we will try to argue the benefits of reducing the number of curricular units to make teaching more holistic and able to deal with the challenges of future societies. Through a careful review of the literature and the author’s practical experience in teaching, we will try to understand the impact of the formative curriculum appears only in the words of Eduardo Souto de Moura – Drawing, Theory of Architecture and Project. The text thus proposes, in an exploratory way, to value and qualify time as a primordial tool in the student’s education and to assume itself as a central piece in the individual’s maturation and formation according to humanistic concepts.