Challenging Orthodoxies: Re-evaluating Architecture Education for thr 21st Century

Abstract

Around the world, architecture education has been characterised by its ubiquity, and the monolithic nature of its assumptions, methods, and practices. One decade into the 21st century, this is both a strength and a source of vulnerability, for whilst the core interests of architecture retain a constancy, the profession is changing rapidly and can no longer by regarded as a singular entity, nor one the necessarily would have been recognised or anticipated a few decades ago. Against the background of a rapidly changing professional context, this paper will present a picture of contemporary UK architecture education, focusing on three factors that represent key agents of re-evaluation and change the have a relevance internationally.