ABSTRACT
The majority of doctoral programs presented in this book have a well-established history in the Anglo-Saxon educational system; some were amongst the first of their kind in architecture schools, such as MIT, Princeton University, McGill University, the Bartlett, and RMIT, which makes them paradigmatic of approaches followed at other institutions. The program directors engaged in a critical questioning that contributes a vital document to the future history of architectural pedagogy. The usefulness of a full-relief self-reflection becomes apparent in the exposition of vibrant and at times divergent viewpoints that offer a thought-provoking opportunity to consider the openness and breadth of the field, which is one of the unique strengths of architecture. The scholar was invited to discuss his research, which extends over two decades, and emphasized the continued necessity to challenge universalism and the need for widespread commitment through teaching, research, and translations that bridge East and West relations.
