logo

PRINCETON UNIVERSITY

Radical Pedagogy ©

Radical Pedagogy explores a series of pedagogical experiments that played a crucial role in shaping architectural discourse and practice in the second half of the 20th century. The central hypothesis is that some of these experiments can be understood as radical architectural practices in their own right. To test this hypothesis, the research compares a series of case studies and identifies their degree of innovation, radicality and influence. Radical pedagogy disturbs assumptions, rather than reinforcing and disseminating them. This challenge to normative thinking is a major but symptomatically neglected force in the field of architecture. Each experiment has a particular timeframe as the pedagogical techniques often generate a new set of norms to be challenged by another philosophy of education.

Radical Pedagogy Research Team

Anthony Acciavatti, Jose Araguez, Ignacio Gonzalez Galan, Anna-Maria Meister, Joseph Bedford, Britt Eversole, Vanessa Grossman, Daniela Fabricius and Federica Vannucchi

Research Topics

The New Bauhaus (Institute of Design) and Illinois Institute of Technology, Chicago

The Rangers at Cornell and Cooper Union: Rowe/Ungers/Hejduk/Slutzky

Catalan architecture and the "School of Barcelona"

The Florentine Radicals and Global Tools

Bibliography

  • "Architectural History and the Student Architect: A Symposium," JSAH 26, October 1967.
  • Journal of the Society of Architectural Historians: Architectural History 1999/2000, special issue, Vol. 58, n. 3, September 1999.
  • Mardges Bacon. Le Corbusier in America: Travels in the Land of the Timid. (XXXXX), especially chapter 10.
  • George Baird, "1968 and its Aftermath: The Loss of Moral Confidence in Architectural Practice and Education," in Reflections on Architectural Practices in the Nineties, ed. William S. Sanders (New York: Princeton Architectural Press, 1996).
  • Roland Barthes. Michelet (New York: Hill and Wang, 1987).
  • Elisabeth Blair MacDougall, ed, The Architectural Historian in America (Studies in the History of Art 35, Center for Advanced Study in the Visual Arts, Symposium Papers XI, Washington, D.C., 1990).
  • Sande Cohen. Historical Culture: On the Recoding of an Academic Discipline (Berkeley: University of California Press, 1986).
  • Alan Colquhoun, "Three Kinds of Historicism," Architectural Digest 53, (1983), reprinted in Modernity and the Classical Tradition.
  • Wells Ira Bennett, editor. Conference: Method in Architectural Education, special issue of Progressive Architecture, vol 31 (August 1950).
  • Francesco Cordasco, Daniel Coit Gilman and the Protean Ph.D.: The Shaping of American Graduate Education (Leiden, The Netherlands, 1961).
  • The Early Years of Art History in the United States: Notes and Essays on Departments, Teaching and Scholars, ed. Craig Hugh Smyth and Peter M. Lukehart (Princeton, NJ: Department of Art and Archaeology, Princeton University, 1993).
  • Jost Hermand, Literaturwissenschaft und Kunstwissenschaft; methodische Wechselbeziehungen seit 1900 (Stuttgart: Metzler, 1965).
  • Kenneth Frampton and Alessandra Latour, "Notes on American Architectural Education from the End of the Nineteenth Century until the 1970's," Lotus 27, 1980.
  • Udo Kulturmann. History of Art History (New York: Abaris Books, 1993), originally published as Geschichte der Kunstgeschichte: der Weg einer Wissenschaft (Vienna & Dusseldorf: Econ-Verlag, 1966).
  • Dominic La Capra. Rethinking Intellectual History: Texts, Contexts, Language (Ithaca, NY: Cornell University Press, 1983).
  • Carroll L.V. Meeks, "The New History of Architecture," JSAH 2, Jan. 1942 and "The Teacher of Architectural History in the Professional School--His Training and Technique," JSAH 2, April 1942.
  • Peter Novick. That Noble Dream: The "Objectivity Question" and the American Historical Profession (Cambridge: Cambridge University Press, 1988).
  • On the Methodology of Architectural History, special issue of A.D. n. 51, June-July 1981.
  • On Teaching Architecture, special issue of Journal of the American Institute of Architects, vol 13 (May1950).
  • Nikolaus Pevsner. Academies of Art, Past and Present. (Cambridge: The University Press, 1940).
  • Michael Podro, The Critical Historians of Art (New Haven: Yale University Press, 1982).
  • Donald Preziosi, Rethinking Art History, Meditations on a Coy Science (New Haven: Yale University Press, 1989).
  • Jacques Ranciere. The Ignorant Schoolmaster: Six Essays on Intellectual Emancipation. (Stanford: Stanford University Press, 1991).
  • Manfredo Tafuri, "There is No Criticism, Only History," Design Book Review Spring 1986.
  • David Watkin, The Rise of Architectural History (Chicago, 1980).
  • Marcus Whiffen, ed. The History, Theory and Criticism of Architecture (Cambridge, 1965).
  • Gwendolyn Wright and Janet Parks (ed.), The History of History in American Schools of Architecture 1865-1975 (New York: Princeton Architectural Press, 1990).
  • Gwendolyn Wright, "History for Architects," in The History of History in American Schools of Architecture 1865-1975.

Britt Eversole and Yetunde Olaiya

Monday, April 21, 2014

Read more...

José Aragüez and Phil Taylor

Tuesday, April 15, 2014

Read more...

LC/GR Le Corbusier and Greece

Wednesday, April 2, 2014

Read more...

Redesigning the Scholarly Book

Monday, March 31, 2014

Read more...