Prologue

The interaction between theoretical production and design practice, the relationship between professional experience and educational activity in architecture, design practice as an opportunity for intellectual exercise, and the relationship with the building process, the commitment to the propagation of architectural theory and criticism as a continuation of the masters’ work, with an opening for personal considerations within a universal vision of architecture, profession, and the foundations, dictate its essence. The resulting scenario offers coherent, although articulated positions, based on the educational value of the built work, the necessary commitment to the theorisation of the discipline’s principles, and the complexity of design interpreted as a synthesis of performance requirements, stylistic canons, established spatial poetics, and social needs. The success of such a concept of architecture inevitably relies on the balance between material and immaterial, scientific and humanistic principles, technique, and poetics. Therefore, Teaching architecture intends to represent a platform of thought and study aimed at discussing the issues of architectural education as an unavoidable practice of fusion of experiential actions and critical-theoretical vision by starting from the narrations of some protagonists of the world of architecture and its transmission.