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"No matter how senior you get in an organization, no matter how well you're percieved to be doing, your job is never done." - Abigail Johnson

            You follow the right networks on social media and you may come across a motivational quote like the one above, which puts you to think and write....

            Perhaps some of the pragmatical issues with the educational system deal with extremism and perfectionism, where proving something can create conflicts of interest for progress or innovational development, even constructive criticism. Though, the process of architecture is in fact making, there are so many tools we use to create and many different ways of synthesizing our work. Often times we can get up in our own ideas and block out any other possibilities where intuitive growth can spark. As designers, we must be careful when stepping into that field. Our methods in design and critical thinking should be aware and acceptive of different processes and abstract thoughts.   

        Considering design and the way we measure and value production in the educational system, I think certain measures and needs are critical. Circumstances: where a student may be less fortunate in the necessary means to produce and another eager to prove, all come to perspective when considering the end result. My opinion is that defining value of production in Architecture, not design, requires so much depth, patience, synthesis and study.  The educational curriculum should be eager to understanding habits, culture, background and the overall environment one finds themselves in. As someone once told me, "the school is a model for the city", then theoretically, the city is also therefore a school of the future, or even better a school of the times during the processes of an architectural adventure. As students of the everyday profession, as practitioners, our goal is to fully understand the different influences that create our environments and how we can manipulate them to create better spaces of living and interaction. 


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