In the decade 1920, Walter Gropius lead the Bauhaus’ way of thinking until massive production, embodying the ideals of the machine era (industrial production), which he idealized the pedagogical model. The current design is facing a disruptive world between the industrial production model and the digital revolution stakes, generating new places and new roles where we can work in multidisciplinary, interdisciplinary and transversal team, in opened and collaborative systems.

That’s why we wonder:

  • Is the pedagogical and teaching model of Bauhaus working today?
  • Do our centers need updating relationship formulas and linkage models to interpret reference frames?
  • Do the current study programs, legacy of Bauhaus, consider new perspectives from tangible design to intangible design: design of services, sustainable design, design for social innovation, design of information?
  • How is giving up seeing design as an object linked with teaching strategies?
  • How is seeing design as a link between individual people and their interactions linked with teaching strategies?
  • Do our teaching centers integrate solution-oriented study programs that contribute shaping a future-oriented life environment?
  • What are the new propositions of structure and teaching methods for this century?
  • Should we create a mapping of the different methods and confront them?

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