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Revisiting a Vitruvian preface: the value of multiple skills in contemporary architectural pedagogy

Recent criticisms in architectural pedagogy suggest that schools of architecture tend to privilege a narrow section of designers with limited skill-sets, neglecting individual differences. In order to encourage architectural pedagogy to become more inclusive, this paper revisits the value of multiple skill-sets in architectural design – following an original suggestion by Vitruvius – exploring it through the framework of multiple intelligences developed by cognitive psychologist Howard Gardner.