Architecture Schools are Broken: A Modern Critique

Introduction

Main Argument: Modern architecture schools are failing by focusing more on novelty and experimentation rather than creating beautiful buildings in loved places.
New Renaissance: A few universities are reviving the lost arts of architecture, producing stunning designs.
Personal Journey: Presenter traveled to the US to observe and share these promising developments and offer tips to modern architecture students.
Organization: Presentation divided into multiple parts covering the problem, history, emerging solutions, and advice.

Dreams vs. Reality: Desire to create beautiful, lively spaces, leading to urban planning and architecture studies.
Current Education Focus: Modern construction materials, experimentation, form and shape, sustainability, inclusion, and student creativity.
Skills Not Taught: Classical proportions, ornamentation, facade composition, traditional skills.
Student Experience: Many students unaware of the lack of traditional skills focus until they start their courses.

Historic Education: Reference to Julien Guadet's 'Elements and Theory of Architecture', teaching practical and skill-based knowledge till the 1930s.
Post-WWI Shift: Bauhaus influence, figures like Walter Gropius, Le Corbusier, etc., leading to modernist educational dominance.
Modernist Ascendancy: Mid-20th century migration of modernist architects to the USA reshapes architectural education toward modernism.
Modernism in Degrees: Traditional methods relegated to history or historic preservation courses; new construction education strictly modernist.

Misguided Priorities: Focus on innovation and novelty over basic architectural skills, leading to materials knowledge degradation.
Modernist Monoculture: Education offers a narrow, modernist perspective, potentially leading to intellectual conformity and student discouragement.
Pretentious Pseudoscience: Pseudo-scientific language and vague theories often used to justify unpopular design choices.
Ivory Tower: Disconnect from public preferences and pressing societal issues like housing crisis, pollution, inequality.
Messiah Complex: Misplaced belief in architecture alone solving global problems; often ignoring long-term sustainability and community preferences.
Hypocrisy: Claimed commitment to diversity and inclusion not reflected in teaching of traditional architecture.

Notre Dame School of Architecture: Returns to teaching classical design skills; ~99% job placement rate for graduates.
Catholic University of America: Strong model-building emphasis alongside modernist education.
Benedictine College: New but growing classical architecture program with strong student interest.
Other Schools: Utah Valley University, Miami School of Architecture, Kingston University (UK), NTNU (Norway).
Summer Schools and Part-Time Courses: Increasing availability internationally.

Teach Real Skills: Emphasize foundational architectural design skills over fleeting trends.
Serious Precedent Study: Deep understanding of building principles from historical contexts.
Diverse Perspectives: Offer multiple architectural approaches to encourage intellectual diversity.
Humbleness: Promote public service rather than architect-centric mindset.
True Sustainability: Focus on enduring quality rather than superficial environmental certifications.
Interest in Beauty: Encourage discussions and explorations of aesthetic values.

Community Building: Find like-minded peers via online forums (e.g., Discord) and collaborate for change.
Pursue Self-Education: Seek additional resources on traditional architecture independently.
Advocate for Change: Pressure universities to incorporate more traditional architectural skills and perspectives.
Future Responsibility: Students are the future of architecture, and they can drive meaningful reform.
Engagement: Share insights and start discussions to foster a broader dialogue on architectural education.

Call to Action: Encourages students and viewers to share the message, foster dialogue, and join the movement for better architectural education.