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)

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)

An alternative approach to the study of structures has been introduced at the University of Oregon, and this paper attempts to describe the experiment. The course is a study of the behavior of structure systems and their potential for and influence on architectural space and form. (Author/PG)

The form and structure of cultural space--the landscape--is in a constant process of change. The designer must understand the symbolic content and the cultural forces that compose the process of structural evolution. (Author/LBH)

"Working Paper 1" is the first publication of the Center for Advanced Research in Urban and Environmental Affairs of Columbia University's Graduate School of Architecture and Planning. It sets out the results of a year-long study made by the Center of the Christopher Street Federal Archive Building, an important landmark of New York's…

Examples are presented that give a rough outline of the importance of messages symbolized in civic public buildings. Such messages can invite people into a building or help hold them out; speak about a local government being democratic or bureaucratic; suggest that one city thinks education is important or that another city uses schools for…

The course developed and offered at Clark University over the past five years is a first exposure to architecture for the general liberal arts student. It uses historical examples wherever appropriate but emphasis is on the direct involvement of the students in the experience and design of architecture. (LBH)

Stems from a series of interviews and questionnaires completed by 27 female architects covering: the sex-typing of a profession, and a case study ofa woman architect. (Author/PG)

Conclusions of the study include: (1) Students' contacts with architecture have a profound effect upon the occupational choice and the decision to study architecture; (2) Artistic talent is an important factor in the decision to study architecture; (3) There is no distinguishable pattern of values and goals among first-year architecture students.…

Examples are cited to support the argument that structures and spaces, especially public buildings and spaces, establish and reaffirm hierarchies of values for society. These buildings and spaces define both goals and people as important or as expendable, and win support for the values of those groups that are already powerful. (JMD)

Educational implications for the future role of architecture are discussed, including considerations of architectural training itself, human use of buildings, the economics and politics of building and housing, and training in the aesthetics of popular culture. (LBH)

An approach to optimum building shape design is summarized that is based on local climate and is especially important for heat control in lower cost construction with temperature-responsive thermal characteristics. The study was supported by Istanbul Technical University. For journal availability see HE 508 931. (Author/LBH)

Architectural education has three choices, according to the author: to seek more collaborative possibilities with the behavioral sciences (multi-disciplinary) to establish a new framework for defining the relationship between man, environment, and built space (the ideal); or to find some medium ground between the two (interdisciplinary). (JT)

The marriage between the method, theory, and content of traditional architectural education and the social sciences is discussed. It is suggested that the architecture student, the profession, and the social scientists need to work cooperatively in the teaching of architecture in the context of the design studio. (MLW)

Both countries have taken western models for their approach to architectural education. The responsibility that accompanies the imposition of a foreign system is to recognize local variations from the model and to evolve programs and curricula responsive to the situation. (Author/LBH)