ABSTRACT
Architecture students learn about the history of architecture through courses in architectural history, usually taught by professional historians. However, the normative theoretical precepts that guide historical scholarship, and consequently guide those who teach architectural history to architecture students, are intended to satisfy the broader goals of historical scholarship, and were not necessarily created to satisfy the needs of designers. Because the intention of historical scholarship is not aimed at informing design, it is not unreasonable to assume that some of its influence on design is unintended. The purpose here is to look at some of those effects and to speculate upon what may be the effects on professional education in architecture of other approaches to historical scholarship.
