ABSTRACT
Architectural design, research, planning, and education are each a vital path of inquiry. As a matrix, these four activities make up the architect’s four practice domains as discipline, profession, occupation, and academic institutions. Design and research are treated as essential transformations of new architectural knowledge, while planning and education are described as connective configurations of existing knowledge. The clarity of these distinctions is shown to be important to architectural discourse and the standing of architecture in academia and the broader professional context of society.
