The construction of context, understood not only as a set of material, physical and spatial conditions, but also as a system of cultural, social and historical relations, is a fundamental step in defining the pedagogical project. Contexts are not just repositories from which to draw lessons, principles, rules and forms; they are real fields of research where the production of knowledge takes shape through design experiments.
The multiplicity of situations with which didactic experience has been concerned over time has coalesced around certain places that are considered particularly significant. These are not just models to be reinterpreted, but above all open-air laboratories in which to test new visions and possible relationships with a deeply layered historical continuum. This approach encourages the consolidation of working methods and the development of specific methodologies for design research.
Considering architecture as an inseparable reality from the environment in which it exists, as well as from the network of relationships between built forms and space, has allowed the construction of a dialogue that unfolds on several levels: on the one hand, through the physical relationship with urban fabrics and specific landscape dimensions; on the other, within the continuum of historical and cultural perspectives where architectural intervention acquires a cognitive value.
This issue aims to explore the theme of contexts through a series of essays that examine the reasons behind the selection of certain specific sites and the role they play in shaping the educational experience. These contexts are examined not only as mere assemblages of physical and material conditions, but as fundamental elements of architectural education – living and dynamic materials, often complex and rich in contradictions, intricate systems of elements and conditions capable of activating processes, actions and design strategies.
We are interested in contributions that specifically engage with the following:
→ recognizing common traits in contemporary international pedagogical experiences;
→ exemplifying, through their conceptualization, specific didactic experiences, through reports, dialogues and
interviews with students and internationally renowned professors, capable of becoming synthetic and effective expressions of a teaching know-how;
→ tracing a limit that can be shared by the scientific community, within which to critically “position” ideas and
(didactic) projects.
Abstracts in English or Italian (max. 1500 characters, with one keyword before the title), three images and a biography of 350 characters for each author should be submitted (in .doc file) to: redazione@stoajournal.com
Deadline call for abstracts: 12/05/2025.
Accepted abstracts will be announced by 26/05/2025.
Abstracts will not be accepted from authors whose contributions have already been published in Stoà 9, 10, 11, 12, 13, 14.
The call is open to PhD students, researchers, professors and all scholars academically involved in teaching
architecture.
Contributions accepted for publication in the printed journal are expected by 01/09/2025 in the form of a scientific essay, accompanied by notes, bibliography and images, for a maximum of 18,000 characters (spaces, notes and bibliography included) and 7 images/pictures (of which you own the copyright of if they are free for
use).
The proposed article must be original in its content. It should have not been published in another print or
digital magazine or book. Accepted essays in their final version will undergo a process of Double-Blind Peer Review. Stoà is a Class A scientific journal for the sectors 08/D1 Architectural Design and 08/E2 Restoration and History of Architecture (Resolution No. 49 by the National Agency for the Evaluation of Universities and Research Institutes – ANVUR, 20-02-2025) and a scientific journal for non-bibliometric areas 08 – “Civil Engineering and Architecture (Resolution No. 184 by the National Agency for the Evaluation of Universities and Research Institutes – ANVUR, 27-07-2023).