Federico Ortiz London 36 B e
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S q u are W C1
S 3E
“This is book traces and rearranges the complex constellation of individuals, institutions, forces, interests, and collectives that operate behind consolidated narratives on the establishment of an architecture practice. It is a meaningful contribution to those interested in the future of architecture education and practice, understood as one things.”
Pier Vittorio Aureli, founder member of Dogma and teacher at the Architectural Association.
co-Operative Pedagogies B
Architecture practice is usually understood in terms of project-design in a professional context. It could be said that teaching is also a kind of architecture practice. When the two are deliberately overlapped, a new kind of practice emerges. Neither completely about education, nor solely about professional practice, this kind of operative pedagogy has been generally practiced in architecture schools – from the German Bauhaus and the Soviet Vkhutemas to Harvard GSD and the Architectural Association – where the ideal and the real merge.
cover artwork by å y r
2016 ©
Once an architecture office was running a pedagogical unit in a school of architecture. All members of this collaborative workshop were students, teachers, designers, workers, researchers, all at the same time. Where was the limit between collective and individual interests, professional practice and education, to be drawn?