Following the tradition and style of the acclaimed Index Islamicus, the editors have created this new Bibliography of Art and Architecture in the Islamic World. The editors have surveyed and annotated a wide range of books and articles from collected volumes and journals published in all European languages (except Turkish) between 1906 and 2011. This comprehensive bibliography is an indispensable tool for everyone involved in the study of material culture in Muslim societies.

This book is an effort towards an in-depth understanding of the architectural discourse in Egypt developed over more than eight decades. It offers a distinctive theoretical interpretation of the forces shaping the kaleidoscopic shifts in Egyptian architecture through the analysis of the micro space of architectural representation of twentieth century Egyptian architecture. Predicated on historical contextualization, theoretical integration, and global conceptualization, Edward Said’s analytical method of contrapuntal reading and the spatial discourse analysis posited by C. Greig Crysler are lucidly assimilated to generate insights into various voices within the architectural discourse in Egypt. The analysis and critique of two important professional magazines, al-‘Imarah (1939–1959) and ‘Alam al-Bena’a (1980–2000), which shaped the collective psyche of both the academic and professional communities in Egypt and the wider region, coupled with the exploration of two other short-lived magazines, M‘imaryah (1982–1989) Medina (1998–2002), and other less-influential professional magazines, discloses the structure of attitude and reference or the exclusions and inclusions that defined the boundaries of the space of the discourse. Influence and Resistance in Post-Independence Egyptian Architecture paves the way to genuinely debate a yet to mature twenty-first century’s architectural discourse in Egypt. This book is a key resource for architects, architectural historians, and critical theorists and will appeal to academics and to both graduate and advanced undergraduate students in architectural history and theory and Middle East and Global South studies.

The global spread of uniform modes of production and cultural values has been accompanied by a dissemination of stereotypes of "modern" architecture styles almost everywhere around the globe. Paradoxically, the reverse process has also emerged: In some countries, the elites feel the necessity to counterbalance the "loss of identity" and defend their own cultures against the "intruding" forces of globalization. What started as a defensive notion has developed into a more progressive attempt to re-create what has allegedly been lost. This trend is being strongly expressed in discourses about architecture in countries of the South. Who are the actors feeling compelled to "construct" new identities? How are these new identities in architecture created in various parts of the world? And, which are the ingredients borrowed from various historical and ethnic traditions and other sources? These and other questions are discussed in five case studies from different parts of the world, written by renowned scholars from Brazil, Mexico, Egypt, India and Singapore.

The Politics of Architectural Pedagogy in Iran explores the evolution of architectural pedagogy during two significant socio-political upheavals in Iran: The White Revolution (1963) and the Islamic Revolution (1979). It examines how these transformative periods influenced the field, providing valuable insights into the intersection of architectural education and broader socio-political shifts in Iran. By examining the critical role of education in achieving geopolitical objectives during the Cold War, this book explores architectural pedagogy as an agent for resistance and revolution. It highlights how architectural pedagogy not only reflects radical ideologies but also actively engages in socio-political transformation. The book uncovers how architectural pedagogy became one of the mechanisms to accomplish revolutionary goals. This is evident in initiatives like the "Pedagogical Revolution" during the White Revolution (1963), aimed at modernizing educational institutions, and the "Revolutionary Pedagogy" during the Islamic Revolution (1979), which sought to serve the masses and the religious revolutionary society. In this way, the book adds a new geopolitical perspective to the contemporary discourse of radical pedagogies. This book explores the intricate connections between architectural pedagogy and politics through a transdisciplinary approach. It analyzes original multilingual documents, including political agendas, cultural agreements, curricula, teaching methods, student works, exhibitions, and conferences. It will be of interest to architectural historians and architecture students, particularly those interested in Global South development, modernism, architectural pedagogy, international relations, and Middle Eastern studies.

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

This book discusses architectural excellence in Islamic societies drawing on textual and visual materials, from the Aga Khan Documentation Center at MIT, developed over more than three decades. At the core of the discussion are the efforts, processes, and outcomes of the Aga Khan Award for Architecture (AKAA). The AKAA recognises excellence in architectural and urban interventions within cities and settlements in the Islamic world which are continuously challenged by dramatic changes in economies, societies, political systems, decision-making, and environmental requirements. Architectural Excellence in Islamic Societies responds to the recurring question about the need for architectural awards, arguing that they are critical to validating the achievements of professional architects while making their contributions more widely acknowledged by the public. Through analysis and critique of over sixty awarded and shortlisted projects from over thirty-five countries, this book provides an expansive look at the history of the AKAA through a series of narratives on the enduring values of architecture, architectural and urban conservation, built environment sustainability, and architectural pluralism and multiple modernities. Architectural Excellence in Islamic Societies will appeal to professionals and academics, researchers, and upper-level students in architectural history and theory and built environment related fields.

How does spirituality enter the education of an architect? Should it? What do we mean by 'spirituality' in the first place? Isn't architectural education a training ground for professional practice and, therefore, technically and secularly oriented? Is there even room to add something as esoteric if not controversial as spirituality to an already packed university curriculum? The humanistic and artistic roots of architecture certainly invite us to consider dimensions well beyond the instrumental, including spirituality. But how would we teach such a thing? And why, if spirituality is indeed relevant to learning architecture, have we heard so little about it? Spirituality in Architectural Education addresses these and many other important philosophical, disciplinary, pedagogic, and practical questions. Grounded on the twelve-year-old Walton Critic Program at the Catholic University of America School of Architecture and Planning, this book offers solid arguments and insightful reflections on the role that "big questions" and spiritual sensibility ought to play in the architectural academy today. Using 11 design studios as stopping grounds, the volume takes the reader into a journey full of meaningful interrogations, pedagogic techniques, challenging realizations, and beautiful designs. Essays from renowned architects Craig W. Hartman, Juhani Pallasmaa, Alberto Campo Baeza, Claudio Silvestrin, Eliana Bórmida, Michael J. Crosbie, Prem Chandavarkar, Rick Joy, Susan Jones, and Daniel Libeskind open new vistas on the impact of spirituality in architectural education and practice. All this work is contextualized within the ongoing discussion of the role of spirituality and religion in higher education at large. The result is an unprecedented volume that starts a long-awaited conversation that will advance architectural schooling. ACSA Distinguished Professor Julio Bermudez, with recognized expertise on spirituality in architecture, will be the guide in this fascinating and contemplative journey.

What kind of architectural knowledge was cultivated through drawings, models, design-build experimental houses and learning environments in the 20th century? And, did new teaching techniques and tools foster pedagogical, institutional and even cultural renewal? Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture’s pedagogies in the 20th century. The last decade has seen a substantial increase in interest in the history of architectural education. This book widens the geographical scope beyond local school histories and sets out to discover the very distinct materialities and technologies of schooling as active agents in the making of architectural schools. Architectural Education Through Materiality argues that knowledge transmission cannot be reduced to ‘software’, the relatively easily detectable ideas in course notes and handbooks, but also has to be studied in close relation to the ‘hardware’ of, for instance, wall pictures, textiles, campus designs, slide projectors and even bodies. Presenting illustrated case studies of works by architects, educators and theorists including Dalibor Vesely, Dom Hans van der Laan, the Global Tools group, Heinrich Wölfflin, Alfons Hoppenbrouwers, Joseph Rykwert, Pancho Guedes and Robert Cummings, and focusing on student-led educational initiatives in Europe, the UK, North America and Australia, the book will inspire students, educators and professionals with an interest in the many ways architectural knowledge is produced and taught.