Across most of Oklahoma's gently rolling prairie countryside these artistically uninformed structures often provide the only vertical punctuation to a landscape otherwise made of mostly horizontal lines. One of the pleasures of teaching architecture is to participate in the intellectual progress of students--many of whom hail from rural areas and…

A biographical sketch of William Robert Ware, founder of the architectural schools at Massachusetts Institute of Technology and Columbia, is presented. After a review of Ware's educational background, focus is on Ware's concept of architectural education. A review of Ware's publications and contemporaries follows. (PHR)

Describes the successful movement to gain professional status for architects in Britain at the end of the nineteenth century. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Argues that trends toward overspecialization in arts and design education have made it difficult for sculptors and architects to collaborate in the design of public spaces. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Architectural history is seen as one means of readjusting value systems, which can then be used by following generations. A number of creative architects are discussed who have used history in constructive new ways to enrich the content of their buildings and critical writings. (MLW)

A biographical sketch of John Galen Howard, founder of the Department of Architecture at the University of California at Berkeley, is presented. Howard's conservative outlook and idealistic nature are examined and his influence on the curriculum at the university is traced. (PHR)

A biographical sketch of William Wilson Wurster, dean of the Department of Architecture at the University of California at Berkeley, is presented. Tracing Wurster's early education and work, Wurster's belief that architecture was for people is illustrated. His influence on the curriculum, not only at the University of California but elsewhere, is…

The need for a fundamental sense of people in architectural practice and pedagogy is expressed by three architecture professors from the Massachusetts Institute of Technology. The word "client," a historically and socially specific concept with which to discuss the issues of people-oriented architecture, is defined. (MLW)

The nature of design problems presented to students and the balance of concerns represented are essential elements of curriculum strategy. Education should build, not just transmit, knowledge, organizing information about the built environment, its natural ecologies, acts of inhabitation within it, and the opportunities for thoughtful speculation…

A tracing of changing architectural trends in this country, an examination of the effects of individuals on the architecture of the times, is presented. Examples of French architecture illustrate the concept, and the value of architectural research and scholarship is stressed. (PHR)

Explores the use of analogies in architectural design, the importance of Gestalt theory and aesthetic cannons in understanding and being sensitive to architecture. Emphasizes the variation between public and professional appreciation of architecture. Notes that an understanding of architectural process enables students to improve the aesthetic…

It is necessary to understand how the people of Nigeria have created spaces appropriate in their lifestyles before designing architecture for the specifics of the diverse cultures in the country. Only by understanding why Nigerians live as they do can relevant spaces be developed for them. (MLW)

This article describes the importance of architectural studies for art students. Recommends that architectural studies include historical trends, critical analysis, and studio practice. (JDH)

Prior to the 20th century the picture of a pre-designed universe was paralleled by the idea that only an external authority, like a deity or a scientific system of verification, could confirm what was or was not genuine knowledge. Today, the idea that knowledge and external authority are symbiotic partners continues to buttress descriptions of…

The author describes an engineering and architecture course for junior high school students. It is a nonmathematical approach to understanding why buildings and bridges stand up and, basically, covers the same content as that of an architecture course he offers to Columbia University graduate students. (Author/KC)