STOÀ 10 [Incontri]

Anno IV, 2/3, Estate 2024

 

Stoà 10 is the opportunity to reflect again upon the themes that have defined this first editorial cycle, characterized by hypotheses and approaches for the culture of teaching architectural design. This exploration has been crafted through a series of encounters, dialogues, and narratives, done by the journal’s editors with esteemed figures from the international academic scenario. A kaleidoscope of perspectives that, at times, echo the individual issues published over the past three years, while at other times, expand the boundaries of the discourse. This endeavor points out a distinctive feature of our editorial research: the essential necessity of refraining instead of reaching conclusions or outlining solutions, but rather, perpetually questioning theses, modes of being, and practices. Stoà 10 [Encounters] is a collection of nine essays centered on the monographic themes that have been the focus of previously published volumes (models, drawings, renderings, exercises, workshops, journeys, references, lexicon, interferences), accompanied by a series of editorial contributions that revisit certain Italian editorial experiences which have profoundly influenced architectural culture and our own education. These sources remain invaluable tools for critical inquiry, to which we frequently return over time.

 

__

 

STOÀ is an Italian magazine, undergoing a process of double-blind peer-review, which questions the methods and processes that determine the educational project for architecture. Journal of the area of architectural design (SC 08/DI) STOÀ tends to combine academic research and teaching practices in order to generate und critical reflection on schools, its protagonists and their methods favoring an intersection between knowledge and other disciplines in order to understand the structures and tools essential to the construction of the educational project. A four-monthly magazine that with its making will build an international network of themes and positions, trying to force the limits to understand contemporary issues on a case-by-case basis, grounding them in issues of discipline.