Architecture Pedagogy in the Information Age
The digital revolution of the past three decades has fundamentally altered the nature of access, manipulation and transformation of information – as it were in cyberspace, through info-bahns, in the guise of virtual realities. The initial impact on architecture pedagogy was prompt, and principally circumscribed by the new technologies’ capacity as a representational media. In the meantime, where the digital world met the analogue at large, the new technologies became, irresistibly, if not symbiotically, the formidable instrument of Western culture’s enduring propensity toward economic and cultural globalization. The remainder of the globe was, at least initially, all too complacent with this latest venture. In the process, virtually everything and everyone involved has been, to one degree or another, changed. These changes are not formal and aesthetic per se, but essentially cultural and ideological, as well as economic and political. Much as the analogue industrial and information technologies of modernity had a profound and lasting impact on architectural pedagogy in the first decades of 20th century, one may well presume and wonder what may be the lasting impact, ramification, and/or repercussions of the global, digital information age for architecture pedagogy at the outset of this century? Does the digitized global marketplace demand a different set of skills from the architect, and would architectural education have to adopt new strategies and educational paradigms to meet the demand? How may architecture pedagogy respond to a digitized global market place, analytically and/or critically?