Pedagogical Architecture: The Latest Architecture and News

Lydia Kallipoliti is a recognized architect, author, and educator whose pioneering research has transformed the way architecture engages with the pressing challenges of sustainability, technology, and environmental politics. As an Associate Professor at Columbia University's Graduate School of Architecture, Planning, and Preservation (GSAPP), Kallipoliti's approach to architectural education encourages students to confront critical issues such as waste, reuse, and closed-loop systems. Her pedagogical philosophy empowers students to see design not only as an aesthetic or functional pursuit but as a powerful tool for addressing global ecological crises, urging them to think systemically and creatively about the future of the built environment.

In addition to her role in academia, Kallipoliti has authored influential works such as The Architecture of Closed Worlds and Histories of Ecological Design: an Unfinished Cyclopedia, which delve deeply into the relationship between architecture and environmental politics. Her research and writings have sparked discourse on methods for architects to reconsider traditional design paradigms and embrace sustainability as a core tenet of architectural practice.

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This article was originally published on Common Edge as "Why Don’t We Teach Chinese Architecture?"

How many U.S. architecture professors know that there is a Chinese treatise equivalent to Vitruvius’ Ten Books of Architecture? Very few, I suspect. I taught architectural history for more than 20 years before I discovered the marvelous Yingsao Fashi, a Song Dynasty book by a prominent court official who, as far as we know, was not an architect or builder. In fact, prior to the Ming Dynasty no prominent temple, palace, or shrine in China was designed by an architect because the concept of a single mastermind in charge of a building project was foreign to the East Asian way of designing environments of any kind.

Introduced by Rudolf Steiner, Waldorf pedagogy draws on the principles of anthroposophical philosophy. One of the theory's foundational characteristics is its holistic approach to the human being: feelings, imagination, spirit, and intellect are considered unique to every individual, and thoughts, feelings, and actions are understood to always be linked.

Thus, the focus of the philosophy is to cultivate individuals who are capable of relating both to themselves and to society (inter and intrapersonal intelligence) - fundamental skills for overcoming the challenges of the 21st century. This kind of learning takes place in schools that follow Steiner's method, introducing families to the school environment and bringing them into the community. Below, we review the operations and implications of this pedagogy. 

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