NUS School of Design & Environment / Serie Architects + Multiply Architects + Surbana Jurong. Image Courtesy of Serie Architects + Multiply Architects + Surbana Jurong
This article is part of our new Opinion section, a format for argument-driven essays on critical questions shaping our field.
Before architecture students become authors of space, they are subjected to one. For years, they work inside a building that teaches without announcing itself as a teacher. It organizes their exhaustion, their ambition, their visibility, their solitude, their friendships, their sense of scale, and their relationship to judgment. Long before a student can articulate a position on architecture, the school has already offered one in its implicit built environment.
This is not to suggest that buildings determine architects. The influence is slower and less complete than that. A school building operates more like a hidden curriculum: a spatial discipline that works alongside faculty, syllabi, institutional culture, and student life. It teaches through access and obstruction, program adjacencies, daylight exposures, and scale. It produces habits of attention before it produces explicit beliefs.
Architectural schools usually leave lasting marks on their students, shaping their style and critical inquiry long after formal education has ended. For example, SCI-Arc, founded in 1972 and based in downtown Los Angeles, is an institution recognized for its culture of experimentation, critical investigation, and creative independence, building a reputation based on the idea that architecture should be understood as a field open to dialogue with art, technology, design, and contemporary culture. The diversity of trajectories of its alumni demonstrates how this environment can generate distinct professional approaches, but united by the same willingness to explore new possibilities.
Cities in Southeastern Europe do not wait to be read. They accumulate, layer upon layer of socialist planning, post-socialist disruption, and the quieter, less legible work of citizens remaking space from the ground up. Here, space and legacy insist on their own terms. What happens to architectural research when the cities that we observe already seem to know something our discipline has not yet learned to see?
Today, interdisciplinary learning and exchange are more important than ever in addressing increasingly complex environmental, social, and urban challenges.
Each summer, the University of California, Berkeley's College of Environmental Design (CED) becomes an intensive laboratory for architectural, landscape, and urban exploration. Through two complementary programs—Design + Innovation for Sustainable Cities (DISC) and the Summer Institutes—Berkeley offers an immersive curriculum grounded in disciplinary rigor, intentional exchange, and a shared institutional culture. Together, these programs reflect CED's long-standing multidisciplinary structure, with architecture, landscape architecture, city planning, and urban design thriving and collaborating under one roof.
As architectural discourse continues to expand across cultural, educational, and civic domains, this week's developments highlight how the discipline operates simultaneously through legacy, knowledge production, and large-scale public engagement. From reflections on influential figures and their enduring impact to evolving academic landscapes and new forms of cultural infrastructure, architecture is positioned as both a repository of ideas and an active agent in shaping contemporary identities. At the same time, projects spanning entertainment, museums, and waterfront developments point to a growing emphasis on hybrid programs and experiential environments, where architecture mediates between culture, public life, and global audiences.
The Royal Institute of British Architects (RIBA) has announced that Irish architect, educator, and writer Níall McLaughlin will receive the 2026 Royal Gold Medal for Architecture. Awarded on behalf of His Majesty the King, the Royal Gold Medal is among the significant international distinctions in architecture, recognizing a sustained contribution to the advancement of the discipline through built work, education, and critical discourse. In announcing the award, RIBA noted McLaughlin's long-standing influence across architectural practice and pedagogy, citing a career that spans more than three decades and reflects a consistent engagement with the cultural, environmental, and social dimensions of architecture.
WORKac is a New York-based firm founded in 2003 by Amale Andraos and Dan Wood. The firm has always believed in "the power of architecture and design to engage in environmental and social concerns, and to create new possibilities for the future." In that sense, the firm's principals define their approach to architecture as a constant evolution. For them, it is a continuous process of learning, questioning, and relearning, which is nurtured through the firm's engagement in local culture, climates, and histories, as well as discourse in the fields of ecology, landscape, and urbanism. In this way, they are able to bring these topics together with a focus on public, cultural, and civic projects that aim to reinvent how people live, work, and experience the world.
Education has long been understood as a cornerstone of social development, shaping not only individual futures but also the collective capacity of societies to respond to change. Observed annually on 24 January, the International Day of Education invites reflection on the role education plays in addressing global challenges and sustaining social progress. As the world confronts overlapping challenges, from technological transformation to deepening inequalities, the question of how education is imagined, governed, and experienced has become increasingly urgent.
MVRDV and Delft University of Technology Release _Le Grand Puzzle_, an Urban Study of Marseille in the South of France. Image Courtesy of HÇläne Bossy, Manifesta
In architecture, most practices revolve around delivering projects to clients. Offices are shaped by deadlines, budgets, and clear briefs. While this structure produces buildings, it rarely leaves space for architects to question broader issues — about how we live, how cities are changing, or what the future demands of design. But alongside this production-focused system, a quieter movement has emerged: studios, collectives, and foundations that prioritize research, experimentation, and reflection. These are the architecture think tanks — spaces designed not to build immediately, but to think first.
The idea of a think tank is not new. Traditionally found in politics, economics, or science, think tanks bring together experts to study complex problems and propose solutions. In architecture, their rise reveals a tension at the heart of the discipline. If architecture is to remain socially and environmentally relevant, can it continue to rely only on client-driven practice? Or must it carve out space for slower, deeper inquiry?
Founded in Winnipeg, Manitoba, in 2007 by Johanna Hurme and Sasa Radulovic, and shortly afterward joined by its third partner, Colin Neufeld, 5468796 Architecture was established as an architecture firm whose early work explored the current state of housing in North America. The Canadian studio operates as a collaborative group of approximately 20 designers, where they prioritize the collective value of ideas over individual authorship.
Snaptrude announced the launch of the Snaptrude Student Plan, a free offering that gives architecture students worldwide full access to Snaptrude's professional platform and intelligent AI workflows. The initiative reflects Snaptrude's commitment to strengthening architectural education and ensuring that emerging designers can build real-world skills while still in school. Full access to the professional platform and AI tools empowers students to design faster and build portfolio-ready work.
Aristotle is credited with the proverb "One swallow does not make a summer." In nature, the arrival of these migratory birds often announces the change of seasons, a universal symbol of renewal and hope. Yet it is only when many take flight that the true warmth of summer begins. The same can happen in architecture: an isolated project, however exemplary, rarely changes a reality on its own. When, however, a work teaches, inspires, and can be replicated, it becomes the harbinger of something greater.
Initiatives that combine simple technologies, local materials, and participatory processes show how building can also be an act of learning. Structures and bricks shape places of mutual teaching, where architects and residents share knowledge and build together, multiplying skills and strengthening bonds. These projects point to the possibility of a collective summer, a future in which knowledge spreads as widely as the walls that shelter it.
What is architecture? For some, its traditional role is to bring together imagination, technical knowledge, and problem-solving, allowing architects to design and construct while balancing ideas with the means to realize them. From the stone and wood of early buildings to the steel and concrete of the 20th century, each era demanded not only an understanding of form but also of the properties and potential of the materials in use. This grasp of materials has always been a core part of the creative process, though its scope was limited by the know-how and technologies available.
Over time, that balance has begun to shift. Architects have moved from merely using materials to actively designing them, applying scientific principles and experimenting with biological, chemical, and computational processes. This evolution has expanded the possibilities of architecture, intersecting nature, technology, and art, while pushing the role of the architect into a more experimental, science-driven dimension, where the manipulation and creation of materials becomes central to the creative act rather than merely a means to achieve forms or structures.
Architecture has always been more than bricks and mortar. It is equally constructed through words, ideas, and narratives. From ancient treatises to radical manifestos, from technical manuals to poetic essays, the written word has served as a spatial, pedagogical, and political tool within the field. Writing shapes how architecture is conceptualized, communicated, and critiqued — often long before, or even in the absence of, physical construction.
Historically, figures such as Vitruvius, Alberti, and Palladio employed writing to codify principles, project ideals, and legitimize architecture as a discipline. In the modern era, Le Corbusier, Adolf Loos, and Lina Bo Bardi wrote prolifically to expand the scope of architecture beyond form and function, often using publications as tools for persuasion and experimentation. The postwar period gave rise to new editorial strategies, as evident in the manifestos of Archizoom and Superstudio, and the polemical publications of Delirious New York and Oppositions, where writing served as both critique and project.
August 12, designated by the United Nations as International Youth Day since 1998, was conceived as an occasion to bring youth issues to the forefront of the international agenda and to celebrate the contributions of young people to today's global society. Each year, the observance focuses on a specific theme. In 2025, it is "Local Youth Actions for the SDGs and Beyond," emphasizing the role of youth in transforming global ambitions into community-driven realities. The aim is to highlight how young people help implement the Sustainable Development Goals (SDGs) within local contexts and bridge the gap between policy and practice. In this spirit, we present three educational programs, in Romania, the United Kingdom, and the United States, that empower youth to deepen their understanding of the built environment and envision a more sustainable, people-friendly urban future.
Returning for his second interview with ArchDaily, Sir Peter Cook sat with Editor in Chief, Christele Harrouk, at the World Architecture Festival 2025. While the first conversation focused on his advice for young architects, this one followed his presentation during WAF on the forthcoming book, Archigram Ten, an editorial project reviving the spirit of the original magazine with founding members and contemporary designers. Building on those themes, he reflects on artificial intelligence, the impact of COVID-19 on his own practice, and current architectural pedagogies.
