Betaalbaar stoà 12. SCHOOLS, THEORIES – SCUOLE, TEORIE

Teaching how to think architecture is one of the most challenging tasks in the profession of those who design the pedagogy of the project. Throughout the history of archi- tectural education, numerous examples can be found of schools where thought has often transcended immediate horizons, fostering a community of individuals who have questioned the meaning of the teaching endeavor. At its core, teaching is a continuous inquiry, enriched by a dialectic shaped through the coexistence and expres- sion of heterogeneous perspectives. Theories and worldviews capable of marking pivotal moments or shifts away from the status quo – maintained through repetition or the critical reevaluation of long-established practices rooted in time and place – have pro- foundly influenced schools, educators, and students alike. These dynamics, in turn, have shaped society and the ways of constructing realities, spaces, and cultural projects.