DICHOTOMY 11: EDUCATING THE FUTURE ARCHITECT

As the next millennium approaches, it becomes necessary to look toward the future of what it means to be an architect. Central to the future of the architectural professional is the issue of how the future architect should be educated. The educational process forms a young architect;s definition of an architect, which, if effect, defines the roles that person will play within the profession. Viewed in a macro sense, the way in which architects are educated today will define what architects will be tomorrow.  

Contributors

Eugenia Victoria Ellis: THE PLAY OF ARCHITECTURE (RE)PRODUCTION

T. Kent Hikida: WILL THIS KILL THAT?

Kenneth W. Schaar: INTERNET UNIVERSITY

James Cardoza: SINS OF OMISSION

Ned Warnick: PUBLIC POLICY IN ARCHITECTURAL EDUCATION

E. H. Zeidler: ARCHITECTURE AND EDUCATION

Gregory Palermo: AN ARCHITECTS ARCHITECT(S)

Hector Lasala: DESIGN IS CONSTRUCTIVE DECONSTRUCTION

George Elvin: THE PARKSTADT WORKSHOP

Larry Chang: ENVIRONMENTAL ART

Robert A. Young: BEYOND ACADEMIA 

Recent economic trends have shifted the American economy toward a focus in service-based industries. Instead of manufacturing products, the America of 2000 and beyond will be manufacturing ideas. As creative professionals, is this a reason for architects to be optimistic? That has yet to be shown. Architects need to find a way to perpetuate and grow their business within the context of one of the greatest economic shifts facing America since the industrial revolution. They must possess the knowledge necessary to achieve these goals. This is the purpose of education.

Team

Senior editor: Glen E. Cheek 

Associates: Christopher M. Urhahn, Mark J. Sangin 

Staff: Chris Jend, Onalee Keeler, Andrew Sturm, Shane Terpening 

Faculty advisor: Joe Odoerfer