Call for Papers

Graduate Symposium

February 11-12, 2011

Princeton University School of Architecture
Princeton, NJ

Teaching Architecture, Practicing Pedagogy

Education has persisted as a fundamental facet of architectural culture
throughout a spectrum of aesthetic, scientific, ideological, institutional
and political upheavals. Pervading the realms of both professional and
experimental practices, and functioning as a potent medium for the
dissemination of ideas and methods, architectural pedagogy's multiple guises
across different historical and international contexts offer a diverse range
of lenses for critically examining the discipline's continuing
transformations. Recognizing the current emergence of much new research on
architectural education during the 20th century, this symposium seeks to
create a platform for this expanding realm of scholarship, as well as an
impetus for dialogue on the current state and future directions of
architectural education in the 21st century in light of recent professional,
social, theoretical, and technological developments.

While much existing literature has historicized a modernist era in
architectural education, and though the year 1968 is often upheld as a
chronological marker, the symposium does not aim to make such finite
historical distinctions. Engaging instead with a broader range of concerns
that have informed architectural pedagogy's inflections during the 20th
century, in its generalist approach this symposium aims to present a range
of interrelated research topics, bringing scholars and students into
dialogue on historiographical methods and historical concerns, and provoking
a reevaluation of existing scholarship. This symposium welcomes papers based
on current or recently completed doctoral dissertations that focus on
innovations in teaching methods, including studio culture and the teaching
of architectural history and theory; the institutional status of
architectural schools; the role of politics within the architecture school;
traditional and experimental models of architectural education; the uses of
emerging media and technologies; national or international aims of
educational programs; how policy has shaped pedagogical paradigms; the role
of research in architectural schools; specific teachers, deans or
institutions and their teaching philosophies; the boundaries between
profession and education, the architectural office and the school; the
institutional co-habitation of urbanism, planning, and architecture
programs; the role of students in educational reform.

Please submit abstracts (300 word maximum) for 25-minute paper
presentations, along with a CV, to practicingpedagogygmail.com by November
1, 2010. Participants will be notified by November 12, 2010, and will be
asked to submit full paper drafts by December 20, 2010.

Organizers: Enrique Ramirez, Irene Sunwoo and Vanessa Grossman