The Pandemic Can Break Architectural Education Out of the Cloister for Good
The following text was drafted in response to the first prompt in AN’s “Post-Pandemic Potentials” series. Two previous responses, by Mario Carpo and Phil Bernstein, reflected on the mostly seamless transition of architectural education from physical to virtual settings. Read more about the series here.
Students in a college recreation hall. Image © Pudiq | Shutterstock
The following text was drafted in response to the first prompt in AN’s “Post-Pandemic Potentials” series. Two previous responses, by Mario Carpo and Phil Bernstein, reflected on the mostly seamless transition of architectural education from physical to virtual settings. Read more about the series here.
Michel Foucault’s famous account of the plague described the partitioning of the medieval city, the confinement of its citizens, and the accounting for and distribution of resources. Those foundational actions, according to his thesis, led to the disciplining of people and institutional bodies in space and time. Similarly, the field of medicine, consolidated by the Flexner Report of 1910 (and followed soon after by the founding of the Association of Collegiate Schools of Architecture, or ACSA, in 1912), was further formalized in the aftermath of the 1918 influenza outbreak that exposed the need for greater surveillance and diagnostics required in epidemiology.
