Architecture Thinking Across Boundaries

Architecture Thinking across Boundaries

While most studies on the history of architectural theory have been concerned with what has been said and written, this book is concerned with how architecture theory has been created and transmitted. Architecture Thinking across Boundaries looks at architectural theory through the lens of intellectual history. Eleven original essays explore a variety of themes and contexts, each examining how architectural knowledge has been transferred across social, spatial and disciplinary boundaries - whether through the international circulation of ideas, transdisciplinary exchanges, or transfers from design practice to theory and back again. Dissecting the frictions, transformations and resistances that mark these journeys, the essays in this book reflect upon the myriad routes that architectural knowledge has taken while developing into architectural theory. They critically enquire the interstices – geographical, temporal and epistemological – that lie beyond fixed narratives. They show how unstable, vital and eminently mobile the processes of thinking about architecture have been.

Architecture Thinking Across Boundaries

Architectural Education Through Materiality

What kind of architectural knowledge was cultivated through drawings, models, design-build experimental houses and learning environments in the 20th century? And, did new teaching techniques and tools foster pedagogical, institutional and even cultural renewal? Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture’s pedagogies in the 20th century. The last decade has seen a substantial increase in interest in the history of architectural education. This book widens the geographical scope beyond local school histories and sets out to discover the very distinct materialities and technologies of schooling as active agents in the making of architectural schools. Architectural Education Through Materiality argues that knowledge transmission cannot be reduced to ‘software’, the relatively easily detectable ideas in course notes and handbooks, but also has to be studied in close relation to the ‘hardware’ of, for instance, wall pictures, textiles, campus designs, slide projectors and even bodies. Presenting illustrated case studies of works by architects, educators and theorists including Dalibor Vesely, Dom Hans van der Laan, the Global Tools group, Heinrich Wölfflin, Alfons Hoppenbrouwers, Joseph Rykwert, Pancho Guedes and Robert Cummings, and focusing on student-led educational initiatives in Europe, the UK, North America and Australia, the book will inspire students, educators and professionals with an interest in the many ways architectural knowledge is produced and taught.