Columbia University's Introductory Pedagogy (1986 - 1991)

ion of architectural concepts in order to gain understanding on how these concepts were informed by spatial construction and elemental articulation. The Bauhaus/Harvard model rejected the study and use of historical precedent as a means to maximize creativity and innovation. In the case of UT Austin, inventiveness was instilled within the pedagogy as the methods of analysis and synthesis demanded that the student creatively deconstruct and reconstruct the conceptual ideas which held together each precedent. The inventiveness was within the abstraction and translation of these conceptual underpinnings.