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

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