Study Architecture 
ProPEL 
Author(s): Patricia Fraile-Garrido, Ines Martin Robles & Luis Pancorbo
This research explores the complex dynamics between power structures and the production of space, knowledge, and ideas in society, focusing on the role of educational institutions. Advocating architecture as a powerful social and political force for change, we emphasize the critical role of academia as a starting point for this transformation. The text highlights the increasing integration of architecture schools in the United States with community service initiatives, especially in marginalized areas, aimed at addressing pressing social, political, and environmental issues. In the realm of educational methodology, we examine the adoption of modern pedagogical approaches, particularly project-based learning (PBL), within architecture and design schools. Drawing inspiration from John Dewey’s philosophy of experiential education and delving into specific pedagogical practices within U.S. architectural education, the article considers service-learning through university community design centers and learning by doing through design-build education. We trace the historical roots of these methodologies and underscore the contributions of influential figures such as Karl Linn, Lawrence Kocher, and Samuel Mockbee who have reshaped an architectural education and practice in need of repair.
https://doi.org/10.35483/ACSA.AM.113.58
Volume Editors
Sara Jensen Carr & Rubén García Rubio
ISBN
978-1-944214-48-7
