Abstract
This paper reports firstly on the interrelated roles of architectural practice, education and research and focuses on the unique contribution of the Cambridge School in this area. The following section presents the drawbacks derived from a research assessment exercise where architecture was no longer considered an academic subject to be developed in a research intensive university and, finally, concludes that architecture in Cambridge succeeded in spite of its problems, not in the absence of them, which suggests strongly that other European architectural schools can learn from it.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Cambridge School of Architecture, Leslie Martin.

Issue 49
Year 2013
Pages 64-69
DOI: https://dx.doi.org/10.52200/49.A.0EJAEVEN

Abstract
Paul Philippe Cret was one of Penn’s greatest teachers and one of the city’s greatest architects. Louis I. Kahn, the University’s most well–known teacher, was one of Cret’s students. Holmes Perkins, educated at Harvard under Walter Gropius, reshaped the School and changed its orientation. The key task of the three architects was to articulate a new understanding of what is specific to the discipline, recreating its professional and intellectual center and orientation. This would not require the replacement or elimination of what had been developed in the preceding years; instead the task was to augment it with a more focused sense of what architecture itself is all about.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Paul Philippe Cret, Louis Kahn, Holmes Perkins, University of Pennsylvania School of Design, USA modern architecture.

Issue 49
Year 2013
Pages 58-63
DOI: https://dx.doi.org/10.52200/49.A.4QO5PSV5

Abstract
The term “Porto School” designates an identity that relates the pedagogy of a teaching institution with the ideas and the architectural practice of its professors and/or former students, resulting of the transmission (and update) of a way of thinking connected to a way of doing: a concern with social responsibility (perceived through the notions of collaboration and relationship with the context), a timeless concept of modernity, an intentional appropriation and miscegenation of models (in a process that we can call critical eclecticism), the belief that architecture should be considered figurative art (perceived in the pace of a promenade thoroughly controlled in time and space), a Vitruvian understanding of the education of the architects, the practice of manual drawing as a primary method of conception and the requirement of accuracy in the processes of work and communication.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Porto School of Architecture, Marques da Silva, Carlos Ramos, Fernando Távora, Álvaro Siza Vieira.

Issue 49
Year 2013
Pages 52-57
DOI: https://dx.doi.org/10.52200/49.A.TEK40OMA

Abstract
The objective of this article is to present the scene which gave rise to the consolidation of the teaching of Architecture and Urbanism in Brazil in accordance with the precepts of Modern Architecture. Between 1930 and 1970 professional training and practice were intimately related to Brazilian political, social and economic contexts. This fact has led to the structuring of this article into three periods. In the first (1930-1945) the debates concerning the strengthening of the profession that took place. In the second (1945-1960) the courses disassociated themselves from the teaching of the Academies of Fine Arts and the Engineering Schools. In the third (1960–1970), despite the economic growth of the previous decade, the recognition of a Brazilian architecture and the consolidation of the system of teaching based on the precepts of Modern Architecture, Brazilian society saw itself turn into a dictatorial political regime. The years 1930 to 1970 were critical in strengthening Brazilian Modern Architecture, as well as being the decades that saw the launching of the basis of a teaching that echoes to the current day.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Brazilian modern architecture.

Issue 49
Year 2013
Pages 46-51
DOI: https://dx.doi.org/10.52200/49.A.98ZU8IP6

Abstract
The 60s were inaugurated with the Olympic Games, presenting the world with a new image of Rome: a city that was more modern, more efficient and definitively freed of the fascist period. The decade appeared (and not only in the Italian capital city) as a time of great political and cultural turmoil – and it was precisely the Faculty of Architecture in Rome that set one of the main stages for this struggle. The student movement began a process of profound questioning and transformation of the educational system.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Saverio Muratori, Ludovico Quaroni, Faculty of Architecture Sapienza University of Rome.

Issue 49
Year 2013
Pages 40-45
DOI: https://dx.doi.org/10.52200/49.A.I1FMRNNO

Abstract
Ludwig Hilberseimer’s role at defining trends in architectural education in the United States is a relevant one, and deserves special attention due to its rigorous method. This article aims to cast light at his teaching experience at IIT, where he promoted an integration of urban theory and political ideals. Understood as an act of cultural colonization, architectural education appears as a powerful tool to reshape the territory in the United States and the world, as part of an ongoing process of Modern postwar globalization.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Ludwig Hilberseimer, Illinois Institute of Technology, USA modern architecture.

Issue 49
Year 2013
Pages 34-39
DOI: https://dx.doi.org/10.52200/49.A.CB7PFB95

Abstract
8 September 1943: The day the Italian army surrendered to the Allies is a - perhaps the most - decisive milestone in Ernesto N. Rogers’ life. From that transformative moment on, the young Italian architect built an extensive, in–depth international dialogue that led him to be recognized as a master in other, even quite distant, cultural contexts. It was in this concurrence of public and private life, which was practically a coincidence for him, that the career he had established as a partner in the BBPR and as a leading figure in the second generation of Italian rationalists would open to far broader horizons, enriched by his exile in Switzerland, where he, a Jew, fled just a few days after that terrible date.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Ernesto Rogers, CIAM, BBPR, Italian rationalism.

Issue 49
Year 2013
Pages 28-33
DOI: https://dx.doi.org/10.52200/49.A.A0LJYG7X