ABSTRACT
The essays that follow track the primary subdisciplines within architectural education: architectural history, theory, technology, and design. These areas, surprisingly intact from early twentieth-century beaux arts curricula despite formal and technological change, contain assumptions that lead to unsustainable built consequences.3 Each essay posits a reframing of a disciplinary area, a redefinition of the meta-discourse. They share several characteristics infrequently found in typical curricula.
