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On Learning
A Naïve and Intuitive Approach to Pedagogy

Conversations with:
Stan Allen
Enrique Walker
Kevin Carmodyand Andy Groarke
(Carmody Groarke)
Filipe Magalhaes
Ana Luisa Soares
Lera Samovich
(Fala Atelier)
Charlotte Malterre-Barthes
Wonne Ickx
(PRODUCTORA)
Malu Borja
(Al Borde)
Rui Filipe Pinto
(Studiolo) 
Lap Chi Kwong & Alison Von Glinow
(Kwong Von Glinow)
Thomas Padmanabhan
(Lütjens Padmanabhan)
Fernanda Canales
Camilo Restrepo
(Agenda Agencia de Arquitectura)
Elizabeth Christoforetti
(Supernormal) 

Team:
Ernesto Carvajal
Jonathan Gregurick
Angel Escobar
Jess Hanson
Sarah Lahmadi
Nate Tavares


The project originated from informal conversations with a diverse group of students across various studios. Its primary aim was to explore how students experience studio culture, engage with architectural syllabi, and perceive their education. This inquiry raised broader and more complex questions, ultimately evolving into a larger initiative beyond our classroom. We named it On Learning to investigate the relationship between teaching and practice and, fundamentally, how both professors and students learn.

The initial phase of On Learning consists of three components. First, a series of interviews with international practitioners who have taught at various academic institutions worldwide. These individuals are not tied to specific institutions but rather align with ideologies shaped by their combined experiences in practice and teaching. Notably, as practitioners, they operate in environments where complexity is central to their work. The interviews focused on three themes: On Practice, On Teaching, and On Learning. Second, a series of exhibitions displaying videos of the interviews along a series of physical models that represented each voice of the practitioner(s) interviewed. Third, an upcoming book publication with all interviews. 

The interview series began as a project aimed at developing a language that is more accessible to architecture students in their early stages while also exploring the broader implications of teaching both locally and internationally. It raises critical questions: How do diversity and various cultural backgrounds influence pedagogy? How can diverse voices challenge frozen paradigms and canons while remaining relevant in a global narrative? This is especially pertinent in an era where we are more connected than ever, with increasingly democratic and accessible platforms reaching beyond traditional architectural critics.


The Table as Protagonist
Models and Transcripts Exhibit, Boston 2025

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