http://www.archsoc.com/kcas/Socialise.html
a.. How the architecture schools neuter their students. An introduction into how architecture students are socialised into docility and acceptance.
b.. Favouring the favoured. How the architecture schools privilege rich kids.
a.. The disadvantaged eliminate themselves from architectural education.
b.. Architecture schools consecrate privilege by ignoring it.
c.. Schools accept the ideology of giftedness.
d.. Schools underestimate their inculcation function.
e.. The studio system favours the cultivated habitus.
f.. The schools favour those who favour them.
c.. Longevity of the studio system. Architecture's teaching method of studio education is very old. Why has it survived more or less intact for two hundred years, when other fields have adopted newer methods?
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"These techniques have become standard in the world's universities for many disciplines. One of the interesting aspects of architectural education is that it retains at its heart the rather older methods which the Polytechnique abandoned, but which were preserved by the École des Beaux Arts and passed down to modern American schools. One still hears the terminology of Paris from two hundred years ago-esquisse, charrette, jury. The other Anglophone nations have been less beguiled, but even so they maintain the studio system as the unquestioned heart of architectural education."
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PS: I have earlier written about my objections to the studio system as it exists today, based on its implications on the affect of learning-through-research and the affect of their socialization in the studio context of students on eventual practitioners. These objections and implications may be found in Design List archives as a means of questioning that studio system. .H.
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a.. How the architecture schools neuter their students. An introduction into how architecture students are socialised into docility and acceptance.
b.. Favouring the favoured. How the architecture schools privilege rich kids.
a.. The disadvantaged eliminate themselves from architectural education.
b.. Architecture schools consecrate privilege by ignoring it.
c.. Schools accept the ideology of giftedness.
d.. Schools underestimate their inculcation function.
e.. The studio system favours the cultivated habitus.
f.. The schools favour those who favour them.
c.. Longevity of the studio system. Architecture's teaching method of studio education is very old. Why has it survived more or less intact for two hundred years, when other fields have adopted newer methods?
--------------------------------------------------------------------------------
"These techniques have become standard in the world's universities for many disciplines. One of the interesting aspects of architectural education is that it retains at its heart the rather older methods which the Polytechnique abandoned, but which were preserved by the École des Beaux Arts and passed down to modern American schools. One still hears the terminology of Paris from two hundred years ago-esquisse, charrette, jury. The other Anglophone nations have been less beguiled, but even so they maintain the studio system as the unquestioned heart of architectural education."
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
PS: I have earlier written about my objections to the studio system as it exists today, based on its implications on the affect of learning-through-research and the affect of their socialization in the studio context of students on eventual practitioners. These objections and implications may be found in Design List archives as a means of questioning that studio system. .H.
--------------------------------------------------------------------------------
--
The Design-L list for art and architecture, since 1992...
To subscribe, send mailto:design-l-subscribe-request@xxxxxxxxxxxxx.
To signoff, send mailto:design-l-unsubscribe-request@xxxxxxxxxxxxx.
Visit archives: http://lists.psu.edu/archives/design-l.html