Abstract
This article proposes a change in the teaching of architectural history to improve its potential for architectural education. A study of architectural history textbooks reveals the inadequacy of relying on the chronological organization of history. Instead, systems theory is recommened as the framework for history teaching. This should be complemented by a new understanding of the role of historical time in generating change and by a teaching method that responds to the breakup of metaphysical foundations. A different way of framing knowledge and a greater exploitation of students' intuitive capabilities will support these changes. This model is expected to better integrate history into the architectural curriculum.
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