Human Imprint and Spatial Projection. An Interpretation of the Evolution of Paradigms of University Architecture as Inhabited Landscapes: Quadrangle, Yard, and Campus

Abstract

Physical spaces are a critical component for a sound human education, the true mission of universities. History has demonstrated that the most relevant paradigms have been generated under two essential influences: the human imprint, in terms of the affective conditioning of exemplary cases, placing the core of the educational activity in the human being, and spatial projection, where institutions have shown their intentions, centripetal or centrifugal, encompassing both inner areas or those belonging to the urban and social context. This article sets out an interpretation of exemplary university cases: quadrangle, yard, and campus, as identified in some historical institutions: Emmanuel College (Cambridge, England), Harvard College, College of William & Mary, Union College, University of Virginia, and Stanford University (in the USA). Through an innovative reading of their genesis and evolution, their seats are interpreted as inhabited landscapes, remarking the notion of university architectural bodies as spaces of interaction between people and landscape.