These commitments are
entangled in a more general-
ized vision---that the recipro-
cal necessity between the school
and the profession is best served
by our being active and par-
ticipatory rather than passive
and reflective. This translates
into the expectation that our
students will develop probing
and critical minds as well as
creative and professionally
competent ones. Also, we
expect them to be clearly and
sometimes painfully aware of
the nature of the societies to
which they will bring a re-
sponsibility for service and we
expect them to value the con-
viction that architecture is not
just a skill for problem-solv-
ing and profit-making, but it is
a mode of thought, a form of
expression, a tradition and a
future tradition which is es-
sential to the perpetuation,
renewal and even radical
change, of our collective cul-
tures.
 Finally, we expect even
more of ourselves as teachers;
to be active and participatory
means to continuously and
vigorously join thought to
action, practice to theory, and
that is our essential responsi-
bility. To the extent that we do
that is the extent to which we
achieve that vital reciprocity
with the profession, and the
extent to which we map out
and build on that common
ground called Architecture.
The author is Chairperson
of the Department of
Architecture,
University of Florida


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FLORIDA ARCHITECT September/October 1989