Abstract
The study of architectural theory remains absent from many undergraduate design programs, or, if present, the structure of many curricula place “theory” as an autonomous, peripheral course. Theory, however, as it is in other disciplines, is the foundation of the discipline of architecture. To regain the importance and vitality of architectural theory amidst an evolving and highly crowded set of courses, creative pedagogies are much needed. This article, therefore, discusses the development of a pedagogical alternative to traditional architectural theory courses. The course is conceived according to the concept of the dialectic and is a required part of the Bachelor of Architecture curriculum at a public university in the United States.
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