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Session 2606

History, Theory and Criticism in Technical Courses of Architectural Engineering Technology: A Necessary and Didactic Relationship

James E. Fuller, AIA

Ward College of Technology University of Hartford West Hartford, Connecticut

Abstract

Traditionally technical courses in architecture focused on the then current methodologies, standards and procedures and did not consider the evolution of thought which brought us to a particular point in time. Theories considering the advancement of the science of architecture are more often introduced to students through lecture, lab work and site visits but the historical basis of these theories is lacking. The context of technical course material and labs is not set in time. It is too often static.

As an extension of history and theory, criticism provides a constructive role on two fronts: 1) as a means to constructively evaluate the past and present and 2) a dialectical method for student evaluation and assessment. Typically, criticism, in technical courses, has been limited to the professor’s evaluation of the student’s work. I seek to broaden the criticism to include peer review and outside professionals. With the inclusion of history and a spread of the theory base, criticism can become a tool to further enhance the educational experience of the student, peers and professors. The tripartite relationship of History, Theory and Criticism then becomes a didactic relationship bringing a clearer understanding of technical issues and problems.

The didactic role that history, theory and criticism can play in a symbiotic relationship with technical courses can lead to a more complete understanding of the total role of the architect – a professional who combines design skills with technical knowledge. This combination, largely in effect prior to the middle of this century, can lead to a better built environment.

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Fuller, J. E. (2000, June), History, Theory And Criticism In Technical Courses Of Architectural Engineering Technology: A Necessary And Didactic Relationship Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8426