Learning Architecture
Learning is one of the defining aspects of being human. Taking the decision to study architecture, one participates in the collective desire to learn, produce knowledge, instigate new conversations, build on old ones, and make a lasting difference in the built environment for future generations. This year’s cycle investigates possible paths that shift the understanding of architectural education through a series of specific questions that invite diverse formats of responses.
One: Learning Spaces—When unprompted, how, where and when do you learn about architecture?
Two: A Means to an End—When education is a continuous and unpredictable process, what value does a diploma have?
Three: ”Radical Pedagogies”—Why are radical pedagogies brief, and how have they consistently formed the landscape of speculative practice?
Four: Education & Power—Where conflicts of interest are prevalent, are there ways to rethink the relationships between education and power which could ensure a more democratic and independent shaping of the curricula and academic body?
Five: Redistribution of Disciplinary Boundaries—If the boundaries of spatial practice are being redrawn, should we be rethinking the methods, tools, frameworks and standards implemented in its education?
Six: Architectural Possibilities for our Grandchildren—What would an architectural education which widens rather than stifles the architectural possibilities for future generations look like?
The CARTHA call for submissions is an open invitation for creative research and reflections related to Learning Architecture, where these six questions provide prompts for speculation. Different interpretations are also encouraged. As primarily an online publication, we are open to a variety of formats including, but not limited to: text, image, video and audio, or a combination of any.
More information at carthamagazine.com.
