The buildings in which architectural design is taught and learned – the school of architecture – bear specific meanings linked to particular aims, contingencies, educational programs, and learning objectives.

As cultural institutions, these buildings inform our understanding of education. They are physical devices that make the relationship between ideas and values, pedagogical theories, and spatial configurations explicit. As tangible structures, schools of architecture establish unique relationships with urban environments and landscape. As educational institutions for architectural design, they demonstrate a vast array of potential outcomes for design projects. From simulations of professional practice to more experimental explorations, from digital research to hands-on engagement, schools of architecture as physical spaces exert significant pedagogical influence, asserting themselves as non-neutral sites that exemplify diverse perspectives on the teaching and practice of architectural design.

STOÀ is a Italian journal published in print every four months. STOÀ is intended as a space to investigate roots and cultural horizons of contemporary educational projects through an international geography of themes and positions, and a tool to explore possible limits and criticalities, reconnecting newly emerging instances to the founding issues of the discipline. We will look at theories, techniques and practices of design, involved in the process of teaching architecture. The magazine is focused on architectural design, on its didactics, its methods and its objectives, by collecting some of the most relevant experiences combining academic research and educational practices, presenting their results while trying to distil the reasons and highlight structures and tools inherent in its construction.

The buildings in which architectural design is taught and learned – the school of architecture – bear specific meanings linked to particular aims, contingencies, educational programs, and learning objectives.

As cultural institutions, these buildings inform our understanding of education. They are physical devices that make the relationship between ideas and values, pedagogical theories, and spatial configurations explicit. As tangible structures, schools of architecture establish unique relationships with urban environments and landscape. As educational institutions for architectural design, they demonstrate a vast array of potential outcomes for design projects. From simulations of professional practice to more experimental explorations, from digital research to hands-on engagement, schools of architecture as physical spaces exert significant pedagogical influence, asserting themselves as non-neutral sites that exemplify diverse perspectives on the teaching and practice of architectural design.

STOÀ is a Italian journal published in print every four months. STOÀ is intended as a space to investigate roots and cultural horizons of contemporary educational projects through an international geography of themes and positions, and a tool to explore possible limits and criticalities, reconnecting newly emerging instances to the founding issues of the discipline. We will look at theories, techniques and practices of design, involved in the process of teaching architecture. The magazine is focused on architectural design, on its didactics, its methods and its objectives, by collecting some of the most relevant experiences combining academic research and educational practices, presenting their results while trying to distil the reasons and highlight structures and tools inherent in its construction.