production model - instead of a conclusion

Architectural education is unique on its own accord. When in comes to design it is even more so. Funny enough, these day designers or design architects are no longer active in the education scene and all we have are teachers who will conveniently dig up pages of text and force it right through the students’ throats without the needs to understand why, when, how, what and who to design for, and such scenarios have many reasons from the fear of crossing borders to the fear of venturing beyond their comfort zones and most likely, real good designer makes more money practicing then teaching.

When we say unique, it means that such a form of education is experiential from the needs to have a complete modus operandi from discourse, do and document to a complete cycle of closely knitted design activities from theorizing to ideation and finally production of architectural works both incorporating a cross border of design vehicles from the artifact scale to an urban scale, from one senior class to another junior class and hopefully from one school of design to another ad infinitum.

With such an effort, we would bring about a total revolution in the architectural education that seems to have no boundaries. It is a continuous flux of design activities from practice to theory and from learning to relearning and ultimately all becomes a habit, a religion and a lifestyle. When these parameters are blurred or ultimately erased, there is no control, no prejudices, no pre-conception and everything will fall within its own domain just like the notion of digital architecture where spaces are virtual, tools are imprint circuits, language is bits and a whole lots of lifestyle to sustain yet alone to understand such a digital revolution from the MP3 player to the Desktop PC and finally to the home every one lives in.

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