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Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture's pedagogies in the 20th century.
List of contents
Introduction: a passage to material hermeneutics
Elke Couchez & Rajesh Heynickx Section 1: Objects on Display: Learning Through Looking 1. From wooden blocks to Scottish tartans. Dom Hans van der Laan's reconciliation of rational patterns and spatial experience.
Caroline Voet 2. A Walking exhibit. Alfons Hoppenbrouwers's visual pedagogy
Elke Couchez 3. Clashing perspectives: Joseph Rykwert's object lesson at Ulm School of Design.
Paul James 4. Pancho's passages: framing transitional objects for decolonial education in 1980s South Africa
Hannah le Roux Section 2: Hands-on: Learning Through Manual Work 5. Planning problems: data graphics in the education of architects and planners at the Harvard Graduate School of Design, the 1940s.
Anna Vallye 6. The Cambridge collage: Dalibor Vesely, phenomenology, and architectural design method
Joseph Bedford 7. Little living labs: 1970s student design-build projects and the objects of experimental lifestyles
Lee Stickells Section 3: Bodies in Space: Synesthetic Learning 8. The body as an ultimate form of architecture. Global Tools Body Workshops
Silvia Franceschini 9. Parallel narratives of disciplinary disruption. The bush campus as design and pedagogical concept.
Susan Holden 10. Environmental learning revisited: cities, issues, bodies.
Isabelle Doucet Section 4: Learning by Technologies: Audio-Visual Transmissions 11. In the eye of the projector. Wölfflin, slides and architecture in postwar America
Rajesh Heynickx 12. Wireless architecture: Robert Cummings' early radio broadcasts
John Macarthur and Deborah van der Plaat 13. The captive lecturer
James Benedict Brown Index
About the author
Elke Couchez is an FWO Senior Postdoctoral Research Fellow at the University of Hasselt, Belgium.
Rajesh Heynickx is a Professor in Architectural Theory and Intellectual History at the Faculty of Architecture, KU Leuven, Belgium.
Summary
Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture’s pedagogies in the 20th century.
Additional text
"This is a remarkable collection of essays that demonstrate for both teachers and students that pedagogy is a dynamic process—one that must constantly evolve its methods, aims and media." Ines Weizman, Head of PhD Programme, School of Architecture, Royal College of Art, UK
"Methodologically speaking, Architectural Education Through Materiality has emerged as any powerful pedagogic prototype is inclined to do: through discussion, exchange, collaboration, transposition, provocation, iteration, reflection, and proposition. This deeply reflective endeavour offers the epistemological archaeology work needed to ensure architectural pedagogies can evolve equitably and inclusively." Harriet Harriss, Dean of the School of Architecture, Pratt Institute, New York, USA
"Now, as we find ourselves in a world that begs for reconsidering the way we build, we may want to review the way we educate architects too. Hence, a book that looks back at 20th-century architectural education in a fresh and insightful manner—shifting attention from the ends to the means—seems to be timely indeed. By presenting many episodes worth studying and re-evaluating, this book not only shows how architecture was taught—it also offers a plethora of new insights and ideas for how it could be taught. In short: there is much to be learned from this book." Jasper Cepl, Bauhaus-Universität Weimar, Germany
"This welcome addition to the library on architectural education elevates the stuff of the studio, the lecture hall, the seminar, and the site visit. The question of what one could see, hear, or touch is in these pages traded for that of how students and teachers encountered and activated images, ideas, models and experiences. More than a meditation on pedagogy, this book captures a series of views on what architecture is, at precise moments, as something to impress upon its students." Andrew Leach, University of Sydney, Australia
