ABSTRACT
This introduction focuses how educational practices in architecture and design are affected and shaped by materials. Knowledge transmission, as we argue in the introduction, should no longer be only reduced to ‘software’, the relatively easily detectable ideas in course notes and handbooks, but also studied in close relation to the ‘hardware’ of globes and wall pictures, desks, chalkboards and slide collections. By focusing on these ‘materialities of schooling’, a myriad of theoretical presumptions that were fostered in architecture education can be unlocked. These materialities were continually supported and charged with references to scientific, artistic or philosophical discourses and disseminated ‘some version’ of these discourses. By unearthing the circulation and implementation of architectural knowledge, all authors in this volume show that a complicated, yet circular movement existed between what was taught and what was thought.
