Architecture from the dogs …

Ruth Morrow

Architecture from the dogs …

Ruth Morrow

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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Abstract

In this chapter Morrow talks of her return to Northern Ireland to 2003 and how her involvement in establishing a new school of architecture and a recent suite of interdisciplinary masters has led her to consider the relationship between the post-conflict context, architectural practice and its education. She examines the consequences of not facing the effects of conflict; the impact on societal and architectural creativity; and the potential for live project pedagogy to evolve effective models of socio-spatial rehearsals. She concludes with some strategies for schools of architecture that wish to feed and be fed by their context. This is a personalized commentary that teeters somewhere between deep-seated frustration with a blind-folded profession and sustained belief in architectural education’s potential to offer more than built solutions.

Original language	English
Title of host publication	Radical Pedagogies : Architectural Education and the British Tradition
Editors	Daisy Froud, Harriet Harriss
Place of Publication	London
Publisher	RIBA Publishing, London
Pages	115-121
Number of pages	7
ISBN (Print)	9781859465837
Publication status	Published - May 2015

Keywords

Architectural Pedagogy
Design
Architecture

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Architecture from the dogs …
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Final published version, 701 KBLicence: Other

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Peter Oborn
Morrow, R. (Host)
07 Nov 2014
Activity: Hosting a visitor types › Hosting of external, non-academic visitor

Cite this

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abstract = "In this chapter Morrow talks of her return to Northern Ireland to 2003 and how her involvement in establishing a new school of architecture and a recent suite of interdisciplinary masters has led her to consider the relationship between the post-conflict context, architectural practice and its education. She examines the consequences of not facing the effects of conflict; the impact on societal and architectural creativity; and the potential for live project pedagogy to evolve effective models of socio-spatial rehearsals. She concludes with some strategies for schools of architecture that wish to feed and be fed by their context. This is a personalized commentary that teeters somewhere between deep-seated frustration with a blind-folded profession and sustained belief in architectural education{\textquoteright}s potential to offer more than built solutions. ",

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AB - In this chapter Morrow talks of her return to Northern Ireland to 2003 and how her involvement in establishing a new school of architecture and a recent suite of interdisciplinary masters has led her to consider the relationship between the post-conflict context, architectural practice and its education. She examines the consequences of not facing the effects of conflict; the impact on societal and architectural creativity; and the potential for live project pedagogy to evolve effective models of socio-spatial rehearsals. She concludes with some strategies for schools of architecture that wish to feed and be fed by their context. This is a personalized commentary that teeters somewhere between deep-seated frustration with a blind-folded profession and sustained belief in architectural education’s potential to offer more than built solutions.

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KW - Design

KW - Architecture

M3 - Chapter (peer-reviewed)

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BT - Radical Pedagogies : Architectural Education and the British Tradition

A2 - Froud, Daisy

A2 - Harriss, Harriet

PB - RIBA Publishing, London

CY - London

ER -

Architecture from the dogs …

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Peter Oborn

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