Titlebook: School of Architecture(s) - New Frontiers of Architectural Education; EAAE Annual Conferen Michela Barosio,Elena Vigliocco,Santiago Gomes C

Coronary-Spasm

Architectural Thresholds: Critical Theory as , in Teaching Architecture and Urban Designstrophe in which design is always/already implicated and entangled? What visions of critique are required to intervene into the tangle of ecological, economic, cultural, and sociopolitical conditions of today? What form this could take in architectural and urban design education? Mobilising a Foucau

LINE

amyloid

Demolition(s) in Question: A Pedagogical Approach Case Study: Toulouse Le Mirailrocesses, and at developing a sensitive approach and methodology to reveal architectural, environmental and social values as a basis for the transformation of mid-twentieth century architecture. The first case study aims to question the ongoing demolition process in the Toulouse Le Mirail district,

遍及

Studio Life: Mechanisms of Competition and Collaboration in Architectural Labour Processese architecture’s social dialectics by focusing on collaborative methodologies and on how architecture (re)produces ways of seeing by revealing (visualizing hidden properties), imagining (conceiving future scenarios) and refunding (articulating virtual seeds for shared social realities). Results have

印第安人

Socially Situated Pedagogies as a Strategy to Innovate Architectural Curricula: The Case Study of SAit seeks to broaden reflections on how architectural studio can reconnect to the outside world and, more particularly, how learners and educators (and their mutual positioning) engage with non-institutional stakeholders..As such a transformative-relational pedagogy is experimented, which activates t

可卡

Teaching Architecture in the Age of Fragility the phenomena of planetary urbanization and climate change that are visible in disaster, migration, periphery, inequality, diversity, and planetary crisis. While the ‘Academié’ model of education is founded on the knowledge of historical buildings in their aesthetical prerogatives, an architectural

滋养

Risk, Trust and Big Beautiful Mistakes*: Keys to Innovation in Architectural Educationions in architectural education. Moreover, the paper contributes with experience-based knowledge regarding how trust – a precondition for risk-taking and a notion underexplored in research on higher education – may be established in educational settings. Building on the idea of a fruitful tension be