What’s in a Name?

A Conversation with Ajay Manthripragada,
Alex Oetzel, and Letícia Wouk Almino
September 2023

For Architecture Writing Workshop’s third issue, What’s the Matter With Canon?, the editors convened a roundtable to explore how the changing perceptions of the architectural canon shape the modes of comprehending, organizing, and representing architectural knowledge.

How does a cultural product from the past, as is the canon, remain relevant to the myriad cultures and values around the globe—and the buildings they produce? Architecture’s inherited canon is variably understood as a defined set of architectural works and as knowledge that is (re)assessed and selected to be passed on to future generations. Depending on who you ask, the canon is either dismissed altogether—its legacy ignored—or, increasingly, reexamined through the lens of how we produce and organize contemporary architectural knowledge.

Editors Pouya Khadem and Mai Okimoto moderated the following discussion on architecture’s canon with Ajay Manthripragada, Alex Oetzel, and Letícia Wouk Almino. Discussants draw on experiences from their studies, teaching, and practice. (This roundtable has been edited for length and content.)

Mai Okimoto (MO): What is canon? Does it refer to buildings—or can it be used to describe ideas? Are works described as canonical synonymous with great work? Is this term still relevant to our field today?

Ajay Manthripragada (AM): It's a big question. I'm interested in the way you're phrasing the term "canon" without the article "the." You're saying "canon," as opposed to "the canon" or "the canonical." I'm wondering if that indicates something about an interest in its redefinition or rethinking.

By definition, the canon is a Western construct. The origin of the idea—that there's a body of works to which everyone refers and agrees upon their excellence—is derived from the concept of the canonization of saints in the Catholic tradition. In an academic context, whether it's literature, art, or architecture, the canon became construed as a body of creative works. For me, that's important to acknowledge because it has a different relationship to authority.

Letícia Wouk Almino (LWA): It’s a complicated term—and increasingly less relevant. I find it difficult to use the term at all. It’s a word that is not easily dissociated from its classic definition as a particular set of Western works. With a greater diversity of people teaching at institutions and bringing in voices from all over the globe, we're transitioning away from the singular way of thinking about architecture. One way in which this is happening is through the language we use to discuss architecture—through a new set of terms to address the complexity of perspectives and modes of practice.

Alex Oetzel (AO): I don’t think the shift in attitude toward the canon, on its own, is novel. The discipline has always been dealing with cultural transformations and changes in values. What matters is how the changes are happening, who has influence, and what are the tangible outcomes...

AM: Figures in other disciplines (literature for instance) have been unabashed about defining the canon by definitively selecting a group of works. It tends to be more nebulous in architecture—the canon is implied and rehearsed over many iterations and repetitions of certain examples in academia, and, for my set of interests, in the discipline of formal analysis. There's a kind of reciprocity between the definition of the canon and formal analysis. They support each other.

I agree with Letícia—we don't have to use the word, but I appreciate aspects of what it represents because it allows us to collectively have a conversation about what we value.

LWA: I am also a disciple of formal analysis. It was preached to me, and that's how I and a lot of people learned architecture, following a lineage of academics who have also been taught this way. Naturally, you would be narrowly limited to a specific subset of buildings that can be formally analyzed; there are only certain schools of thought that allow you to talk about architecture in this way. The more I think about your question, the more I realize that the problem of the canon is a question about architecture education. If we change the conversation, we'll be open to discussing different types of buildings that don't fit within the rules of formal analysis.

AM: I agree; these are important points. As we expand the references, we also need to completely reconsider the tools by which we look at them. There is a body of representational strategies that we can leverage, adapt, and change as we look at other aspects of architecture. However, I've come to see a flaw in the argument: Why do we need to draw them at all? Why draw a plan of a building conceived outside the logic of a plan? 

AO: I think our attitudes towards the relationship between canon and education are most visible in classrooms. I recently taught a studio at Ohio State University (OSU) about high-rise hotels. Before moving to the design phase, I prepared a list of over one hundred precedents of skyscrapers across history for the students to study the formal typology and its history. We started in Chicago where the first skyscrapers were built, but I encouraged them to branch out. The quantity of towers meant each building analysis had to be very quick, and encouraged a non-hierarchical study of the typology’s historic range and collective characteristics, rather than in-depth formal analyses of specific buildings.

MO: To Alex’s point, there’s value in rethinking how we approach precedents. We have access to more information compared to fifty years ago when architectural knowledge came from fewer sources such as print publications. It’s also interesting to think about formal analysis and how it lends itself to books and exhibitions. I'm curious to hear what your thoughts are on the changing nature of media and how that's shaping the way we're recognizing certain works.

LWA: This ties back to what Ajay mentioned about formal analysis as a tool of representation. It has its limits: it only works for buildings that have been drawn or documented. For me, this is quite exclusionary. The types of buildings that have been published are the ones that architecture institutions have historically favored through funding and resources—and are often buildings by architects who are savvy about self-promotion. In order to move away from the narrow scope of the canon, we need to diversify the ways in which information is passed down. In other words, we need educators who can develop new methodologies to confront the ever-expanding landscape of information and introduce students to varied perspectives. The unfortunate default is to reference parts of history that are the subject of easily-accessible, published materials.

AM: It is not a new idea that the expanded set of references cannot be understood autonomously as material realities in the world without understanding their deeper cultural and ritualistic significance. Therein lies a very fundamental problem in our premise: Looking at the architectural complexities of these buildings and gaining a deep knowledge of their cultural significance (particularly in the context of a design studio with its limited timeframes) substantially increases the risk of having misrepresentations, misunderstandings, and misinformation. They cannot be reduced to an elevation from which we then borrow. I don’t have an answer to the problem, but perhaps we have to open up to other forms of representation that are completely outside of the conventional drawings and models.

AO: I recently encountered Audrey Bennett’s essay, describing the history of the golden ratio from its origins in Africa to its use by the Bauhaus. The golden ratio (that celebrated, geometrically-derived divine proportion) was presented in my early architectural education as a Western (specifically ancient Greek) invention. According to Bennett, its origins are much older and applied throughout different cultures and regions from informal Sub-Saharan communities to Napoleonic Italy. Her analysis of the golden ratio is an example that shows how each generation’s understanding of the canon is heavily influenced by how their predecessors conceived and shared knowledge; possibly reduced or misremembered. Perhaps through rethinking the tools and framework of our studies, we might begin to notice forms that are shared across cultures and see ideas that are lost or misremembered by previous generations.

I’ve found myself feeling the time and curriculum constraints of what you can cover in a semester-long studio. Besides the logistic constraints, there are also limits to my own knowledge and subjectivity as an instructor. There are acts of exclusion and emphasis that happen as a result of limits of my body, mind, and time.

Pouya Khadem (PK): Even if studio resources and timeframes were to expand, is there ever a point at which everything can be comprehensively and, let’s say “democratically” studied? Is there any realistic circumstance under which no building is excluded from study?

AM: Is selecting which buildings to teach an exclusionary act? Yes, but I don't think that's necessarily a problem in itself. The methods by which we adjudicate need to change, evolve, and expand, but judgment is a part of discourse and pedagogy. The way that I've been addressing this in my seminars is to encourage students to bring projects to the table and argue for their excellence. These works can be from any source as long as the students can make the case for their close study. This opens up possibilities for authorship and criteria. The idea that there can be a body of counter-canonical works that also can be theorized (in this case according to the students' arguments) is very interesting to me.

PK: There are many useful things that we’ve inherited from this methodological framework we call the canon, and of course, we’re not talking about entirely throwing that knowledge away. Like any heritage, however, the canon and the way it is broadly understood carry the cultural values and assumptions of a certain time and place.

AM: The canon is a cultural inscription, but it claims to be otherwise. It claims that a work's greatness is inherent, independent of personal opinion. But, of course, that is impossible. The matter of assessment is always someone's opinion, and this is a paradoxical condition of the canonical. It claims to be dispassionate but by definition, it isn't. In this same paradoxical tension, I find some educational value. If we accept that the canon is a false construct, then we can keep defining it, redefining it, and using it to our advantage as an educational and cultural tool.

LWA: I continue to find a problem with referencing the term or even referencing architecture knowledge as a set of works that we need to talk about. It would be more productive to reframe the canon just as one element of architectural history. We keep returning to certain buildings and architects because they were influential to a certain subset of architects. When I teach, we discuss who these people were because architecture history is not just about the buildings. It's necessary to teach the good, bad, and ugly about the influential people of the past. Instead of canon, which implies a set of works divorced from history, it's more helpful to think about the conditions, cultures, and the influence of the people behind those works as irreducible from a specific moment in history. We're shifting away from seeing the architecture scene as an aggregation of singular works by singular geniuses. We don't all have to have the same set of references or foundational principles. Why do we need to discuss the canon as something more than a moment in history?

AO: It's worthwhile to think about a work of architecture as a point of reference—one of many—that brings us to the approximation of all the narratives built around it, its circumstances, and the people who were involved in the process of realizing it.

MO: We have been exploring the shifts in how the canon is taught and discussed. Does this shift ultimately manifest in the built environment—for example, via students that go on to work at architecture firms? Or are these kinds of changes merely happening within academia?

AM: I would answer this in relation to Letícia's points about letting the term go—implying the canon itself is going to be relegated to history. In that imagination, it would still continue to influence what we see in the world, even as a historical fact against which we work. There will always be a specter of it because it was so instrumental in the development of what we understand as a discipline. I'm on the same page as Letícia and Alex, that we should no longer think of it as a body of works to which everyone has to refer. Hopefully, the result will be a more diverse and richer reality in terms of what constitutes great architecture and who produces it.

AO: In my own work, I listen to clients and users describe their preferred way of living and then study ways to translate or materialize their needs using architectural modes of representation. For me, it's important to include them in the design process. This experience is particularly rewarding because it places me face to face with stakeholders who are not coming from years of architecture education that calibrate their references, and can freely engage in conversations about architecture from different perspectives. They don’t have nor need to have extensive knowledge of architecture.

LWA: There needs to be a fundamental shift in the way that we evaluate what is a good work of architecture. Within the tradition of formal analysis, there's almost no need for the building to be built in the first place to be considered good. How do we continue to talk about what is a good work of architecture beyond the narrow conversation around what is a formally good building? What is it like to live in a building? Who are the users? I hope we can develop a framework that allows us to talk with rigor about these topics in academia. It will change how non-architects perceive the built environment, and the conversations happening in architecture schools will become more accessible and relevant to them.

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Ajay Manthripragada is the 2023-24 Lily Auchincloss Rome Prize Fellow in Architecture at the American Academy in Rome. Prior, he was Design Critic in Architecture at the Harvard Graduate School of Design.

Alex Oetzel is an architect and educator, typically located in Ohio. She works (more or less) at Moody Nolan and Ohio State University while serving on the AIA Ohio Board of Directors. She enjoys writing for the New York Review of Architecture, attending summer school with the Architecture Lobby, and celebratory donuts.

Letícia Wouk Almino is an architect, artist and educator based in Brooklyn, New York. She has taught architectural studio and drawing courses at Barnard College and Pratt Institute. Her artwork has been exhibited at 411 Gallery, Pratt SoA Gallery, and at the Center for Architecture.

Pouya Khadem edits for the Architecture Writing Workshop. He works as an architectural designer in Houston.

Mai Okimoto edits for the Architecture Writing Workshop. She works as an architectural designer in Houston.

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>>What’s the Matter with Canon?