Abstract
The author is a two time recipient of Senior Fulbright Teaching and Research grants and has spent considerable time in Latin American architectural programs. The article provides a number of critical observations with respect to exisiting pedagogical approaches prevalent in South and Latin America and reflects on how these affect current architectural practice. Among the principal ideas discussed are the formation of design ideology, teacher-student interaction and the development of social and ethical responsibilities of professionals vis-a-vis existing conditions in the emerging nations.
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