Teaching how to think architecture is one of the most challenging tasks in the profession of those who design the pedagogy of the project. Throughout the history of archi- tectural education, numerous examples can be found of schools where thought has often transcended immediate horizons, fostering a community of individuals who have questioned the meaning of the teaching endeavor. At its core, teaching is a continuous inquiry, enriched by a dialectic shaped through the coexistence and expres- sion of heterogeneous perspectives. Theories and worldviews capable of marking pivotal moments or shifts away from the status quo – maintained through repetition or the critical reevaluation of long-established practices rooted in time and place – have pro- foundly influenced schools, educators, and students alike. These dynamics, in turn, have shaped society and the ways of constructing realities, spaces, and cultural projects.

Teaching how to think architecture is one of the most challenging tasks in the profession of those who design the pedagogy of the project. Throughout the history of archi- tectural education, numerous examples can be found of schools where thought has often transcended immediate horizons, fostering a community of individuals who have questioned the meaning of the teaching endeavor. At its core, teaching is a continuous inquiry, enriched by a dialectic shaped through the coexistence and expres- sion of heterogeneous perspectives. Theories and worldviews capable of marking pivotal moments or shifts away from the status quo – maintained through repetition or the critical reevaluation of long-established practices rooted in time and place – have pro- foundly influenced schools, educators, and students alike. These dynamics, in turn, have shaped society and the ways of constructing realities, spaces, and cultural projects.