The architect and the academy

In the first issue of arq, the author argued that the adoption of a model, or perhaps models, borrowed from the procedures of, respectively, the humanities and the sciences does not constitute a sufficient basis from which to define the nature and content of the discipline of Architecture. The present paper returns to this theme and develops further the proposition that design practice, both its processes and its products, constitutes the core, the centre, of the discipline and goes on to examine the implications of this for the form, content and delivery of architectural education.