For some time, an entire generation of architect-educators has been exploring the real connections between the speculation inherent in design studios and the professional practices of those who lead them.
«argument #2 Dual Practices. Other Practices, Other Teachings» focuses on articulating a condition we find familiar: architects who simultaneously teach and build. This model, often cited as one of the most defining qualities of the Escuela Técnica Superior de Arquitectura de Madrid (ETSAM), is found in the world's most prominent architecture schools: architects who propose speculative exercises grounded in the same research that informs their professional design work. When this situation is articulated to establish a coherent discourse between the studio and the classroom—and when that discourse demonstrates a commitment to building a cultural praxis—we can define it as a ‘dual practice’.
