2016-12-23 | Call launch
2017-01-09 | Registration open
2017-01-23 | Submission deadline
2017-01-31 | Notification of selection
2017-02-17 | End of registration for participation
Education Academy Workshop (Education Academy)
WORKSHOP by: EAAE Education Academy.
Published: December 23, 2016.
3rd Workshop – School practices
It is of all times that the architect has been criticized for delivering poorly performing buildings. In the nineteenth century it was thought that the institutionalization of architectural education would resolve the problem. The training of the architect quitted the building site; apprenticeship was turned into either Beaux-Arts doctrine or ‘polytechnical’ application of science. Since then, architecture entered the realm of formal higher education.
Image: KASK Gent, Stadsarchief Gent, De Zwarte Doos. Foto Raf. Van den Abeele. In: De Caigny, S., Nevejans, A., Van de Voorde, S., Van Impe, E., & Van Regenmortel, E. (2012). Bronnengids architectuuronderwijs Vlaanderen (C. Grafe Ed.). Antwerp: Centrum Vlaamse Architectuurarchieven (CVAa) - Vlaams Architectuurinstituut (VAi).
The contemporary reality inherently differs from that of the nineteenth century, but traces of both options still persist, and critique about the competence of architects sustains. The present practice is challenged by design problems that are “open (no boundaries), complex (many elements and relationships, dynamic (change over time) and networked (across organizations).” It introduces architects to a new set of demands. Overregulation determines the job, the work and the outcome, but schools have hardly ways of making their students cope with this condition. Architectural education is under fire. Quality, adequacy and feasibility are questioned.
Can the existing education system adequately respond to these challenges, conditions and demands? Is architectural education flexible, accommodating multi- and cross- disciplinary cooperation environments, speedily responding to changes from outside the academia, questioning the fixed hierarchies and risk-averse bureaucracies of the system? Does architectural education keep up with architectural design practices? Is the school’s curriculum a carrier of innovation, adaption and anticipation strategies? Are school practices supportive for helping students cope with complexity and contingency? How do they develop students capability to respond to architectural design problems characterized by uncertainty, instability, otherness and uniqueness?
IMPORTANT DATES:
DOCUMENTS:
WHEN:
WHERE:
ORGANISED BY:
March 3, 2017
WHERE:
Amsterdam, Netherlands
ORGANISED BY:
Academy of Architecture Amsterdam
EDUCATION ACADEMY