How does spirituality enter the education of an architect? Should it? What do we mean by 'spirituality' in the first place? Isn't architectural education a training ground for professional practice and, therefore, technically and secularly oriented? Is there even room to add something as esoteric if not controversial as spirituality to an already packed university curriculum? The humanistic and artistic roots of architecture certainly invite us to consider dimensions well beyond the instrumental, including spirituality. But how would we teach such a thing? And why, if spirituality is indeed relevant to learning architecture, have we heard so little about it? Spirituality in Architectural Education addresses these and many other important philosophical, disciplinary, pedagogic, and practical questions. Grounded on the twelve-year-old Walton Critic Program at the Catholic University of America School of Architecture and Planning, this book offers solid arguments and insightful reflections on the role that "big questions" and spiritual sensibility ought to play in the architectural academy today. Using 11 design studios as stopping grounds, the volume takes the reader into a journey full of meaningful interrogations, pedagogic techniques, challenging realizations, and beautiful designs. Essays from renowned architects Craig W. Hartman, Juhani Pallasmaa, Alberto Campo Baeza, Claudio Silvestrin, Eliana Bórmida, Michael J. Crosbie, Prem Chandavarkar, Rick Joy, Susan Jones, and Daniel Libeskind open new vistas on the impact of spirituality in architectural education and practice. All this work is contextualized within the ongoing discussion of the role of spirituality and religion in higher education at large. The result is an unprecedented volume that starts a long-awaited conversation that will advance architectural schooling. ACSA Distinguished Professor Julio Bermudez, with recognized expertise on spirituality in architecture, will be the guide in this fascinating and contemplative journey.

This book is a unique collection of new and existing articles about progressive architectural teaching and learning. It is about restructuring architectural education--a project that defines itself within a transformative definition of society. Dialectically linking architectural education and society, the book presents authors who conceptualize architectural pedagogy within a critical analysis of the larger society, and who construct forms of teaching and learning experiences that reveal and contest professional and societal directions. The authors present a multiplicity of voices, including women, people of color, and students; voices often marginalized but crucial to a remapping of the cultural-political terrain in their struggle to make issues of gender, race, class, etc. central to a reconceptualization of architectural education and pedagogy. This anthology, then, is more than a mere list of projects and pedagogies--it is a theoretical investigation of critical practices in architectural education that engage the world in order to change it. This book will challenge architectural educators to think consciously of their work and experiences in political and cultural terms. Insofar as architectural teachers plan instruction, determine readings, and select programs and building types for studio investigations, they are implementing a theory. The question, of course, is whether teachers are fully aware of the theoretical base of their actions. Since theory usually embodies interests grounded in societal forms of power, it has political consequences. This book sees education and pedagogy as forms of cultural politics--constructing a new terrain that will invigorate architectural pedagogy and focus discussion toward a needed architectural/educational/political project. Voices in Architectural Education will be invaluable to professors and students of architecture in both graduate and undergraduate education, as well as to practitioners of the architecture profession.

This book is a unique collection of new and existing articles about progressive architectural teaching and learning. It is about restructuring architectural education--a project that defines itself within a transformative definition of society. Dialectically linking architectural education and society, the book presents authors who conceptualize architectural pedagogy within a critical analysis of the larger society, and who construct forms of teaching and learning experiences that reveal and contest professional and societal directions. The authors present a multiplicity of voices, including women, people of color, and students; voices often marginalized but crucial to a remapping of the cultural-political terrain in their struggle to make issues of gender, race, class, etc. central to a reconceptualization of architectural education and pedagogy. This anthology, then, is more than a mere list of projects and pedagogies--it is a theoretical investigation of critical practices in architectural education that engage the world in order to change it. This book will challenge architectural educators to think consciously of their work and experiences in political and cultural terms. Insofar as architectural teachers plan instruction, determine readings, and select programs and building types for studio investigations, they are implementing a theory. The question, of course, is whether teachers are fully aware of the theoretical base of their actions. Since theory usually embodies interests grounded in societal forms of power, it has political consequences. This book sees education and pedagogy as forms of cultural politics--constructing a new terrain that will invigorate architectural pedagogy and focus discussion toward a needed architectural/educational/political project. Voices in Architectural Education will be invaluable to professors and students of architecture in both graduate and undergraduate education, as well as to practitioners of the architecture profession.

The anticipated reduction in the duration of architecture education in the UK and across Europe has encouraged a sense of collective openness towards exploring other models of professional education delivery. There's never been a better time to be thoughtfully innovative and take the initiative. This book provides a much needed debate about the future of architectural education, placing it within its unique historic tradition and raising fundamental questions such as who should be teaching architecture? Where should they be situated and should it be viewed as an interdisciplinary, rather than silo-based subject? This is not just a book for academics. It comprises voices from those who are doing as well as talking; students, recent graduates, practitioners, educators and developers, consolidating academic and well as practice-based evidence into a set of actionable insights which should question, provoke and inspire...

The field of architecture has gradually evolved from being a mere profession to becoming a representation of the society in which we live. Architects form the voice of this profession, and an in-depth discussion with them allows a greater understanding of their theories, visions for architecture, and contributions towards the field, and how they are managing the non-linear societal evolution in a comprehensive manner. This volume brings together 17 iconic Indian architects across generations, and, through dialogues, probes into their lives, beliefs and philosophies, and candid thoughts and opinions. It offers a platform for discussions on the core issues of architecture, and serves as a reference for the state of architecture both in India and globally. The book will appeal to architectural and building industry practitioners and students of architecture, as well as the general reader, as it speaks about architecture as an integral part of building a nation. It traverses the architecture journey in India, and bestows a clarity on the directions still to be taken.

Shows projects developed by the students and faculty of the Irwin S. Chanin School of Architecture