The Faculty of architecture at KU Leuven, which last year featured on QS's Top 100 Universities in the World for Architecture, is Belgium's largest and most established university. The following essay, by Dag Boutsen?Dean of the School?and Kris Scheerlinck, examines cyclical learning in architectural education. It was first published by Volume in their 50th issue, Beyond Beyond, the editorial of which is available to read here.

Courtesy of Volume

The Faculty of architecture at KU Leuven, which last year featured on QS's Top 100 Universities in the World for Architecture, is Belgium's largest and most established university. The following essay, by Dag Boutsen?Dean of the School?and Kris Scheerlinck, examines cyclical learning in architectural education. It was first published by Volume in their 50th issue, Beyond Beyond, the editorial of which is available to read here.
(un)(re)learningThe ongoing Bologna process in Flemish education forces us, as a Faculty [of KU Leuven], to constantly rethink our inner rationale. Where conventional learning is based on telling, on producing knowledge, architectural learning revolves around showing, adding to the discourse told: questioning knowledge and making artefacts as an illustration of one?s progress, and adopting a position on how to make the world we inhabit. Architectural learning thus requires a communicative process, a dialogue between the intention of the learner, the learning group, ...