20 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy
many different directions, a multiplicity of choice and of multiple ways of doing things?
In the absence, then, of a common goal, it is interesting what each one of us, whether
as a country, a school, or an individual, looks upon as a true resistant force within our
world. In other words, within the time we have and the capacity to do everything, what
would we actually like to do and what do we want to do within the forces that we sense
are the most crucial to work with or against. There is also, whether we like it or not, a
strong relationship between the ideal content and the process. The content is not so
easy to describe today, as it is constantly changing; but if there is a strong relationship
between content and process, and the tools that we are working with today are almost
so strong as to have the capacity to make a content within themselves, then in that
there is a challenge that we have to understand in a much deeper way. If content is now
more than the product of the tools and the process, I am sure you see why it is crucial
to better understand that relationship.
On behalf of the EAAE and the ENHSA we all wish you welcome to Lisbon and this work-
shop and I do hope we have some good discussions ahead of us. Thank you.
Joaquim Braizinha, Lisbon, Portugal
I would now like to invite Professor Constantin Spiridonidis to say a few words and to
welcome you to this workshop.
Constantin Spiridonidis, Thessaloniki, Greece
Dear Rector of the Lusiada University, dear colleagues, dear friends, the fact that you
are here is a kind of relief from all the troubles and problems and tiredness that we
had to go through in the context of preparing this event, and I would like to express
my gratitude for your participation and your forthcoming contribution to the debates.
Most of you know that these activities are developed in the framework of the Socrates
Thematic Network on Architectural Education, and since I see some faces that I have
never seen in the past I would like to say a few words about this Network. This Network
on architectural education, the Network of Heads of Schools of Architecture, emerged
from the activities of the European Association for Architectural Education and is based
upon its activities, so in a way it is a part of the same thing but with a different name. The
aim of this Socrates Project is to develop a debate on architectural education in these
times when significant changes are occurring around us, and more specifically all the
changes imposed and promoted by the European policies that have developed during
the past six or seven years. So our aim is to promote this dialogue between schools of
architecture in order to achieve a better adaptation to these new conditions, to cre-
ate a critical understanding between us and to facilitate an eventual networking of
schools, individuals, ideas and perspectives; and following this logic the ENHSA devel-
ops a variety of activities. One of these activities is the Meeting of Heads of European
Schools of Architecture, which is addressed to the people who are responsible for the
administration of academic issues of the schools of architecture in Europe; but we also
develop activities that are addressed mainly to teachers of architecture. To this end we
have four different but parallel networks or sub-networks running in the framework of
this project: these are the Network of Teachers of Architectural and Urban Design, the
Network of Teachers of Construction, the Network of Teachers of Architectural Theory
and the Network of Teachers of Restoration/Conservation.