ABSTRACT
V. Kaps & C. Martinez-Cañavate University of Liechtenstein, Vaduz, Liechtenstein
J. De Walsche University of Antwerp, Antwerp, Belgium
J. Soolep Umeå School of Architecture, Umeå, Sweden
ABSTRACT: This paper elaborates on the first findings of the ongoing research project NeST (New Schools of Thought), which investigates reactions to academic homogenisation within European architectural education. NeST defines a New School of Thought as a set of ideas and new approaches on methods of knowledge creation and forms of knowledge transfer, which a group of people who are dedicated to architectural design and spatial planning share about architectural education. Schools are no longer the only privileged place for thinking. New sites of knowledge production and reflection have arisen, giving way to new types of schools of thought. Through a multiple case study situated at the level of secondary education, higher education, and public mediation, this paper analyses the inherent concepts of new schools of thought and reveals their alternative routes as responses to tendencies in architectural education. This framework gives indications of potential impacts on models of architectural education.
