Abstract
Looking closely at the ongoing transformations of architectural education in Europe, several issues are popping up. Think of how architecture and architectural education are coping with the changing concepts of time and space, with the emergence of placelessness, of mobility and virtuality. Think of the important question: what is the knowledge base of architecture and how we can (through this) reinforce the competence and social / professional position of an architect? What about the scientific base(ment) of architecture (that as a whole escapes the pure scientific debate)? Think of the shifts in the design studio in this digital era and subsequently the need for an interactive digital portfolio. How do schools of architecture cope with the given of lifelong learning? How do we see the issue of identity of schools in a changing European context imposing a unifying Ba-Ms system on all higher education? What about the unique focus on the education of the architect-practitioner as the only aim of schools of architecture? Many subjects, but too much to deal with within the scope of one text. Therefore we decided to focus on two of these, the latter two, which appeared to be of common interest between the editors and the author.
