By Ralph W. Liebing RA, CSI, CPCA, CBO (auth.)

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Extra resources for The Other Architecture: Tasks of Practice Beyond Design

Sample text

Many CAD classes, for example, teach a wide variety of disciplines with little depth, and often quite devoid of need technical knowledge. The student, quite enamored of the computer itself, does not realize the lack of specifics [being quite successful in the more cursory instruction], and almost assuredly does not realize the lack of applicable or necessary technical knowledge. In addition, there is no architecture-specific instruction in the secondary sequence to aid the student of understanding the profession.

Many CAD classes, for example, teach a wide variety of disciplines with little depth, and often quite devoid of need technical knowledge. The student, quite enamored of the computer itself, does not realize the lack of specifics [being quite successful in the more cursory instruction], and almost assuredly does not realize the lack of applicable or necessary technical knowledge. In addition, there is no architecture-specific instruction in the secondary sequence to aid the student of understanding the profession.

Of course, theory is part CHAPTER 3 - UNDERSTANDING THE PROFESSION OF ARCHITECTURE of this thinking, but not in the proportion of time allotted in the previous example. The generalist approach is a sincere desire to try to teach as much as possible about the many facets of the profession, with balance in the instruction to provide a very comprehensive view, with proper proportioning of the many takes and efforts involved. By and large, it is a philosophical difference that drives the schools to provide an academic program, which is not directly related to the whole of practice.

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