ОРГАНИЗАЦИЯ АРХИТЕКТУРНОГО ОБРАЗОВАНИЯ В РОССИИ И ЗА РУБЕЖОМ

Abstract

The article deals with the organization features of architectural education in Russia, in comparison with Western European countries, the USA and Canada; and reveals the differences in organization and plan content. Russian architectural education has passed the same way in its development, as the architectural education in other countries: from craft-labor approach in training (X-XVII centuries) to the academic knowledge. Before the October revolution in 1917, the architectural education in Russia and all over the world was artistic and engineering. But after the October revolution, this division of higher school of architecture, existing in Western countries, has been lost; architectural education has become universal: combining artistic and technical, and independent, getting in specialized institutions. The universality of the Russian architectural education complicates its comparison with the architectural education abroad in terms of content. Modern Russian model of architectural education, as the continuation of the Soviet education, stands against the Anglo-American model, with full liberalization of the education sector, free from the state; the French model, with a fully government-regulated educational standard, and the German model, with strong research component. Besides the superficial differences in the training of architects in Russia and abroad, there are deep differences with social conditionality. These differences are determined by the roles of architects in Western society, which are wider than the functions of Russian architects; and other social order, other requirements, that Western society has for the erected buildings and structures.