Soul-Searching: Reflections from the Ivory Tower

Architectural Record recently published four challenges facing architectural education: excellent teaching, integrating computers, diversifying our student body, and connecting learning to life. I contend that educational theory is essential to formulate positions on computers, students, and educational scope. “Situated learning” necessitates developing an environment to support design as a social act. “Constructionism” requires building tools for productive participation. Achieving these goals through computers, students, and a broader educational agenda presents the primary challenge facing educators and practitioners: reassessing design in terms of cognitive processes, computational potency, cultural diversity, architectural knowledge, and ultimately our professional identity.