“Global in a Not-so-Global World”
Mark Jarzombek and Alfred B. Hwangbo, in their essay “Global in a Not-so-Global World” (2011), assert the difficulty in proving that participating in a global understanding of the world is importance and necessary. Jarzombek and Hwangbo support this claim by explaining the challenges working against a global-oriented epistemology, including the generalized rift and lack of fluidity between the “traditional” and “modern” eras, the misunderstanding and misinterpretation of architectural language and terminology, and the lack of encouragement to address and establish global consciousness within students in architecture studios. The purpose of this argument is to provide architects with an understanding and responsibility of heightening global participation in order to educate the rest of society of the complex global history in which they belong to. Given the technical language used in this article, Jarzombek and Hwangbo are writing to a well-educated audience of historical and architectural professionals, who are willing to learn and pursue a new methodology of teaching global awareness and relevance to students.
“Teaching History to Architects”
Carla Keyvanian, in her essay “Teaching History to Architects” (2011), asserts that the study of architectural history is necessary and is a critical element in maturing the attitudes and perspectives of design to architects, especially within the studio of beginning architecture students. Keyvanian supports this assertion by providing reasons as to how architectural history can positively influence the success of architecture students, such that history can assist in formulating a vocabulary to express ideas and meaning within a design, can provide thoughts on the role and task of architects, and can establish an understanding of applying historical principles to current times. Keyvanian’s purpose is to encourage architecture students to hold closely the teachings of history in order to have a deeper understanding of how to create future architecture of meaning and connection to historical context as well as present setting and culture. Keyvanian writes in the tone for a well-educated audience of architectural historians, especially those who are professors of this knowledge and desire to provide a successful contribution and teaching method of history courses to the education of architecture students.
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