Improvisation, advocacy and outreach to preserve an endangered tradition

Abstract

ABSTRACT Computerization of built design (architecture and landscape architecture) has compromised pedagogical objectives, priorities and practices by undermining intellectual and artistic aspects. With the handwork-based learning model (which promoted creativity and artistry) abandoned by academia, teaching design as an intellectual subject now requires academic development to mean continuous adaptation. This paper summarizes the author’s mission to effectively teach foundational values in an unwelcoming environment. Through an individual and personal journey of adaptation, it represents the shared educational experience of adopting new responsibilities (such as advocacy) to ensure that student learning remains true and meaningful even in challenging or hostile circumstances.