The periphery as a critical project: towards an architectural pedagogy for the Anthropocene

What is it about?

This paper explores how a teaching approach in architecture called “thinking-through-making” combines experience-based learning with critical thinking, and design research to support students addressing major challenges like climate change and urbanisation. By engaging real-world conditions, the study finds that this method makes learning more engaging, relevant, and students develop a sense of civic responsibility. I offer practical ideas for improving architectural education, especially in architectural theory, consider recent education reforms, and present ways that connect architecture to the broader social and environmental challenges of our time.

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