Reflections on Architectural Education

Abstract

As must be the case with many colleagues nearing retirement, I find myself thinking about the meaning and quality of my life's work both as a professional and educator. Lending particular poignancy to these reflections is the fact that many educators I know have chosen to retire from their respective institutions, without fanfare or recognition, feeling useless and often disregarded by their younger colleagues. The suspicion is that these sentiments expressed by many older educators are symptoms of a larger condition, which is having an adverse effect on both teachers and students. I refer specifically to the culture of architectural programs, developed since the end of World War II. These cultural shifts have brought about a tangible diminution in the quality and character of many architectural programs. To bring shape to the argument, four aspects of culture are presented and discussed: those of the Studio, Faculty, Administration, and the Profession.

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