ABSTRACT
How would our world look like without any parents in homes and teachers in schools, without education? To be able to compose, play and sing ‘We don’t need no education’, like Pink Floyd did in ‘Another Brick in the Wall (Part II)’ on their concept album The Wall, you have to be educated. Every new generation builds up its thinking and imagining on the cornerstone of education. John Dewey argued that for the future of democratic society it was necessary to invest in the civil education of the next generation of free citizens (Dewey 1998, 227-269). Along our path of narrative architecture, we have reached the moment to reflect on the importance of education in the designer’s story. We ask what kind of role education plays in the process of becoming an architectural designer. Maybe education is just a necessary evil? Does the real work only start after education, after getting an academic degree? Or is education still decisive in the process of becoming an architect? If this is the case, then what central role might narratives play during the educational process of becoming an architect? And what about the main educating narratives in architecture schools?
