par Van Acker, Wouter 
;Lauritano, Steven
Référence Architectural theory review, 28, 1, page (1-22)
Publication Publié, 2024-07-07
;Lauritano, StevenRéférence Architectural theory review, 28, 1, page (1-22)
Publication Publié, 2024-07-07
Article révisé par les pairs
| Résumé : | How does one distinguish between a reactionary retreat into the past and a critical reconnection with lost practices that might disrupt the current order? This question weighed heavily on architectural historians in the 1960s and 1970s as they encountered an increasingly politicized student body. In this issue of Architectural Theory Review we begin to trace the impact of the student movements on the teaching of architectural history in faculties across Europe and the United States. In a period of pedagogical experimentation and curricular reform, how – and why – did a group of teachers find new techniques for sharing historical narratives and incorporating historical content into design studio practices? In this introduction, we detail some of the motivations and the consequences, of the turn to outmoded and forgotten architectural mentors, precedents, and ideas. In the aftermath of the 1967 International Congress on Architeturtheorie at the TU Berlin, where student dissatisfaction with the existing discourse came to a head, we examine how various conceptualizations of temporality, and the experience of time, were used to produce critical shocks, spark inspiration, and transform the status quo. Friedrich Nietzsche’s theorization of the “untimely” provides a reference point for the wider range of anachronic pedagogies tested and developed by architect-historians during this period. Ultimately, the introduction frames the contributions to this issue as attempts to move beyond the simplistic critique of pastiche aesthetics, to challenge the prevailing theorizations of postmodern time consciousness. |
