Abstract
This article argues that the typical architectural studio is both outmoded and irresponsible. It is outmoded because it typically is organized around a nineteenth-century model of design virtuosity, and it is irresponsible because it ignores pressing and current spatial justice problems. It also takes to task the aura of the academic setting in which the formally motivated studio reigns supreme. In lieu of this model of architectural education, the article argues for an education that empowers graduates to tackle the major problems that society currently faces: housing, climate, income inequality/unemployment and health. To do this, it acknowledges but suggests overthrowing the many institutional hurdles keeping architectural education attached to the status quo.
Highlights
The year 2020 presents us with four big problems: housing, climate, income inequality/unemployment and () health.1 The litmus test for our architectural profession is its ability to address these issues; the test for architectural schools is their ability to produce citizens who can operate in such a profession; and the test for an architectural design studio is its ability to draw the connection between design and the rhizomatic world in which it operates
This article argues that the typical architectural studio is both outmoded and irresponsible
It is outmoded because it typically is organized around a nineteenth-century model of design virtuosity, and it is irresponsible because it ignores pressing and current spatial justice problems. It takes to task the aura of the academic setting in which the formally motivated studio reigns supreme. In lieu of this model of architectural education, the article argues for an education that empowers graduates to tackle the major problems that society currently faces: housing, climate, income inequality/unemployment and health
Summary
The litmus test for our architectural profession is its ability to address these issues; the test for architectural schools is their ability to produce citizens who can operate in such a profession; and the test for an architectural design studio is its ability to draw the connection between design and the rhizomatic world in which it operates. This article will postulate a studio pedagogy that can live up to its obligation to produce an effective architectural citizen and, from that, suggest a new role for architectural academia. The goal is to move beyond our current nineteenth-century, Beaux-Arts modelled system of design education and dispense with the charrettes, the competition, the design virtuosity, the heroic programmes and the honouring of past masters who characterize it. Change is overdue; today it is urgent
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
