Learning and teaching architecture in times of change

Abstract

Due to the progressively heterogeneous array of today’s architect’s practices, both, as designers or specialised consultants, as well as other new inputs that requires transversal knowledge, we propose to review the adequacy of the Spanish Schools at new challenges. This article is also a framing introduction to the contributions to this special issue on Learning and Teaching in Architecture that are both from some Barcelona School ETSAB teachers and international.

Comparing architecture with other professions that has better-established research contexts and methods trough the contribution of other fields’ authors. Relocating architecture among other professions with a designedly way of thinking. Reviewing the architectural practice (and its relation with theory) in the aftermath of modern movement’ post crisis.

In order to make didactics more flexible it is compulsory to distinguish clearly between the undergraduate and master studies as well as to overcome the departmental utter division and return the capacity to lead studies and teachers to the schools. The accreditation systems of research must be clarified and distinctly differentiated from scientific disciplines. Research by design groups with multiple expertise and direct relation with practices has to be enhanced to respond to its diversity with a open and unified architectural method. We highlight the importance for the Spanish schools to recover the previously and partially missed opportunity to embed the European Higher Education System to harmonise them with other European countries, reshaping learning paths to design based professions like Architecture, Building Engineering or Planning.      

This article is original. Cites of other authors’ texts aims to get robustness to the own contributions.