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Rarely do architecture schools use the design skills of our own facultyand students to reshape architectural education itself. While many radical ideas about the world get proposed in design studios, it seems far too radical to suggest that these studios might meet some other time than Monday/Wednesday/Friday afternoon or that there might be a differentcomposition to studio than a dozen or so architecture students taught by one faculty member. The profoundly conservative structure andformat of architectural education stems, in part, from the conservativenature of universities generally, with their societal obligation to preserveknowledge of the past and to counter reckless change.
But, we are in the midst of a transformation in our economy that willrequire an equally dramatic transformation of architectural education . . .
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