A Quote by Joshua Prince-Ramus
Architects have created this fake separation between creation and execution. You can see it in architecture schools, where the students look down on going to contracts classes.
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Half of architecture students are women, and you see respected, established female architects all the time.
I think of architecture as language, and I look within the intra-communication between architects.
The difference between architecture and engineering comes in only with the creation of schools. It's a bureaucratic distinction. The result of both disciplines is the construction of objects in a landscape.
I am always surprised by how much little emphasis schools of architecture, and indeed, many architects, place on the process of the mating of a building.
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Japanese traditional architecture is created based on these conditions. This is the reason you have a very high degree of connection between the outside and inside in architecture.
It was also, however, a favorite place for novices to stand and wait for innocent students to slip up by talking too loudly between classes. No novice has ever been created that could keep Gina quiet, however.
I've noticed a fascinating phenomenon in my twenty-five years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders.
I get so much from having the opportunity to interface with the younger people and to bring information to them and to represent our culture and our way of life. The feeling and the warmth and the love, it's unbelievable. The type of exchange that goes on between students and teachers or visiting people who are doing master classes, and not just when they're musicians. Even general classes, when the students are not necessarily musicians.
Schools should look behind classroom doors and determine the factors that contribute to the kinds of interactions between teachers and students that promote student achievement.
Whatever happens to science in schools, there's something peculiar going on if students don't see it as creative.
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