Sixteenth International Conference on the Arts in Society

Abstract

Based on an investigation of a historical experience, this paper tries to raise basic questions more than to reach a conclusion about the relationship between art and architecture pedagogy and society in crucial moments. Today, our world is involved in issues and crisis which are similar to the cultural, political, and social crisis in the 1960s and 1970s, when the Cultural Revolution in the pedagogy of art and architecture came to help human. The climate crisis, immigration, racial and gender discrimination, and the growing dependence of humans on virtual life prove, more than ever, the need to reconsider the cultural relationship between art and architecture pedagogy and society. Historical experiences can be helpful in this way. This paper presents the different experiences of architectural pedagogy in Italy and the United States after 1968. While the two countries were involved in socio-cultural issues arising from the development and expansion of cities, Italian architects such as Aldo Rossi, Carlo Aymonino, and Ernesto Rogers set out to define real pedagogy in architecture schools, architects such as Peter Eisman and John Hejduk tried to create a discourse of unreal pedagogy as a tool to transform the unjust system in American society.