Researching built forms: rethinking the teaching of history in architectural education

Abstract

This paper traces the ways in which built forms have been represented in architectural history texts and how these narratives have shaped the ideas of history, architecture and design. Although history has been widely seen as an indispensable subject in all design programs, the mastery of it has rarely been an important measure in students’ success in professional practice. The study of buildings, cities and landscapes as a means to understand complex historical and social processes – issues that have led to the rise of interdisciplinary urban studies in many universities in recent years – has yet to find its way into mainstream architectural education. This paper argues that this disjuncture lies with a set of along established assumptions about the “nature” of buildings and the best means of studying them. These assumptions, which are rooted in 19th century art history discourse, have significantly shaped the formats of teaching and solidified disciplinary boundaries. By tracing the institutional contexts that gave rise to architectural history and the mediums through which architecture is taught, this papers aims to open up wider discussion on reconceptualizing history in architectural education.