Abstract
This paper summarizes a current doctoral thesis aiming to analyze the possibilities of applying concepts inspired by traditionalism in the education of 21st century architects, and the theoretical preparation for its implementation in architectural training. The aim is to highlight the theoretical basis supporting the thesis proposal for a studio of traditionalism, which would offer theoretical and practical courses, promote interdisciplinary cooperations, and provide a specific space for this.
The fundamental ground of the research is based on a reviewed concept of "traditionalism", and its philosophical direction in the process of supporting architectural education and related holistic learning activities, hence the concept will be explained to clarify the title as a proposed alternative. The term "traditionalism" is utilized in various fields and interpretations can be confusing.
As the foundation for the discussion in this paper, the author adopts Merriam-Webster's general definition of traditionalism as "the beliefs of those who oppose modernism, liberalism, or radicalism". If there were no deliberate rejection of history as hostile as that in 20th century modernism, there would be no need to emphasize "traditionalism" because building upon past successes had always been preferred.
Here it refers to a holistic revival of historically successful architectural heritage, including its theory, approach, style, materials, etc. represented by the Delft School since the end of WWI. As an alternative solution, this paper proposes to adopt traditionalism by: 1/ extending the compulsory literature to include achievements, especially from the pre-Bauhaus era, in order to promote the assimilation of traditional knowledge towards realistic future application. 2/ connecting the disciplines of art and architecture to ensure architecture students leave their artistic impulses to other artistic professions, with rather than fulfilling their aspirations regardless of practical considerations. 3/ incorporating traditionalist knowledge and skills into the accreditation system, in order to recognize students' capability to apply successful pre-Bauhaus knowledge to solve current problems.
The proposed alternative can benefit both teachers and students through choices that were previously not offered. By expanding stylistic options drawing from the past, we may all be better prepared to meet critical sustainability challenges today.
To introduce traditionalism comprehensively in the current institutionalized system, the new attempt cannot be merely a part of, or a supplement to modernist teaching, but must be at least a completely separate discipline. Attempts to mix modernism and traditionalism have always been deemed as a stylistic choice.
The allocation of resources (separate rooms, alternative digital tools, etc) is a prerequisite to allow the new discipline to further develop with reference from classical archeology while meeting latest passive standards.