Dissolving Architecture Schools

Stumbling upon this post, this is a sort of manifesto a couple of students created in the Sheffield University Architecture Society. Sam Brown , Alastair Parvin, Tatjana Schneider.

The authors much like our studio engaged in debatable topics in the education system,

In their points, what is most similar to our manifesto is this idea of our personalized education, they also note that Architecture is social justice and NOT art….So there are different theories and ideologies attached to architecture and this article provokes some of the most common struggles we as student architects face today.

“. . . actively encourage and promote those students with the bravery to change their mind. A good architecture school should help students do this,even if it´s bad for the bottom – line . Isn´t that the ultimate purpose of education?”

This statement exemplifies what the core of education is about, educating those who do not know, often times schools undermine that not students are to become starkitects. There has to be an atmosphere of encouragement rather than pulling down the weak.

Please read the following points as a reminder of how we can challenge the existing culture towards architecture schools.

Architecture Schools should be dissolved unless. . .
. . . . abandon mono – vocationalism
After the collapse of the construction bubble , architecture schools must prepare their graduates to apply design thinking and architectural intelligence in sectors beyond just the property / construction sector.

. . . . promote informed generalism
Invite as much knowledge as possible from other disciplines , such as economics , engineering , agriculture , politics , activism , geography , psychology , sociology , computing . . . Architecture is an amalgam of all these things.

. . . . encourage students who want to openly debate what is happening.
Escapism is amoral at best, immoral at worst ..

. . . . realize that the game has changed.
Graduates must now leave with more than just a portfolio of beautifully drawn imaginary buildings , designed to take to interviews at Architecture firms.

. . . . change the measures of success.

No more prizes for drawing trout farms on mars . There is more than one way to measure success.

. . . . take responsibility.
Architecture is not art . Art is Art .Design affects more than cultural discourse, and is more that social “engagement”. Architecture is always connected to social justice.

. . . . .teach an expanded view of architecture and design
“No longer associated only with objects appearances , design is increasingly understood as the human ability to plan and produce desired outcomes”- Bruce Mau

. . . . let each student shape their own education.
The purpose of education is to find the work that fascinates and fulfill you , and help you turn it into your life´s work . Schools ought to enable, respond and even structure its curriculum around student initiatives, and provide on -request tutorials on learning skills such as coding or business planning.

. . . . no longer assume their graduates will be employees.
From now on, the successful schools will be those whose graduates are just as likely to use their thesis projects to start an enterprise /initiative as they are to use it to seek employment from an existing company. Schools must help them prepare for this.

. . . . act as incubators for designs , architects and ideas they produce.
Supporting people and projects after they have graduated.

. . . . become fablabs and drop-in institutions.
Provide intellectual forums and workshop facilities for would – be designers, inventors and activists who wish to attend the school for 7 minutes , 7 hours , 7 weeks or 7 months – not just those who wish to attend for 7 years.

. . . . .open theirs students for positive change in their host cities.
Why do those who live next door to architecture schools never set foot inside them ?

. . . see their role as producing not just each new generation of graduates.
but also each new generation of ideas.

. . . . become open clubs ( peer to peer social networks) for their students and alumni.
A school is not really a building; its a network of people . It should open doors for you and your ideas.

. . . . seek to provide access to role models of all genders , races and backgrounds.
Architecture is still very male , white and middle – class , both in education and in practice . It´s not your fault if you are one (or all) of those things , but imagine all the great designers your´re not meeting and working with because of it. Imagine how much emptier design discourse is because they´re not here.

. . . . champion drop outs.
. . . actively encourage and promote those students with the bravery to change their mind. A good architecture school should help students do this,even if it´s bad for the bottom – line . Isn´t that the ultimate purpose of education?

. . . . nurture open sense of purpose.
“Architecture is peripheral to the most important social aims. I wish it was less peripheral.That´s why I´m an architect “ -Cedric Price

. . . . no longer see themselves as schools of architecture ,
but as ____________?

Citations:

Sam Brown , Alastair Parvin, Tatjana Schneider , April 25,2016 Retrieved at, http://designplaygrounds.com/tv/architecture-schools-should-be-dissolved/

Dissolving Architecture Schools

MIT Open Course Ware

Convenience today dictates much of our daily decisions and life plans; what makes this process more feasible is the internet and availability of information that can be accessed. Buckminster Fuller’s former prediction of using the web as a platform for learning has spread to larger and more prestigious institutions such as MIT, whereby people can choose to learn without having to pay for tuition or formally enroll into class. Whether or not one receives a formal education does not determine the influence and the success they may one day achieve. Providing education online helps those who are unable to afford education the ability to learn.

http://ocw.mit.edu/courses/architecture/4-461-building-technology-i-materials-and-construction-fall-2004/download-course-materials/

Architecture education, though is peculiar in that learning stems experiencing and learning in a studio environment. It is necessary to prepare students to tackle possibly real-world problems related to architecture and cultivate minds that are “curious” and critically analyzing work.

 

 

MIT Open Course Ware

Objectives in Learning

http://architecture.yale.edu/school/history-objectives

Yale School of architecture delights in cultivating a curriculum which exposes students to become sensitive to the needs of the built environment. Though their school objectives are strong, each year students pay and average of $68,615 for an architectural education. Just wondering if this price justifies or guarantees the education you pay for…

$68,615
Objectives in Learning

Association of Collegiate Schools of Architecture

 

http://www.acsa-arch.org/resources/student-resources/overview/architecture-programs

Standardized methods to become an architect in the U.S. and around the world require formal paths to become an architect. But what is an architect today?

It seems that the word “architect” holds several descriptions, positions, and identities. Today, many students are investing in architectural education, maybe not only for the identity of an architect but because of the dynamic education. With a mix of creativity, physics, construction, and etc. this seems to be the best of all worlds. This is the opportunity for experimentation and for the younger generation to find their own niche of interest within the broad spectrum of architecture.

 

Association of Collegiate Schools of Architecture

architectural disourse

We cannot do without the past in solving then architectural problems of our own way. We may dispense with the externals, but not with the work done in the past on the mastery of tectonic problems.

-Hanz Poelzig 1906, was link-man between the romantic-idealist and radical objective tendencies in the new architecture.

From the book- Programs and manifestos on the 2oth century architecture by Ulrich Conrads.

This quote supports the idea that learning from what has already been done is essential in mastering techniques which tradition has enabled us to learn from.

 

 

 

 

architectural disourse