Challange Statement of the Panel


There lies great paradox in a world of fast forward change there is no survival without knowledge and yet knowledge yields to uselessness so fast that education, learning, teaching become obscured. If knowledge transfer means tutors teach what they learned as a student or what they learned by research or even perhaps what they learned yesterday, then, more so, how to research and learn together?
More and more students lead workshops and tutorials on software and technologies such as drones and numerically controlled systems. There is much to experience, to try out, to play and to experiment within the horizon of minute techno species, generative software, automated building and shape finding. However it is seems more crucial that the why and why not, the cultur-real-meta knowledge of the new technologies and the impacts thereof become the essence of any seating, any discussion, any seminar in the university.
The conference would like to host voices for learned experiments as well as keen criticism of technology of making, and notes on strategies of adaption for architecture.
Students teaching students as in the Ecole des Beaux Arts, atelier and making-based learning as in the Bauhaus, learning from practice with invited tutors as in the tradition of the AA, we are witnessing architectural education as a “practice” that reinvents itself, its tools and methods.