Disprogramming the Syllabus: Embracing Non-Utility in Architectural Design

Abstract

This paper traces the challenges and outcomes in rethinking the pedagogy of a course in Architectural Technologies at the Department of the Authors, which evolved from earlier iterations of Architectural Constructions. Traditionally, the course was dedicated to learning the logic of construction through generic building structures, often without creative input from students, resulting in limited functional knowledge in subsequent years of study. The syllabus was thus reframed to focus on exploring the relationships between the design process, spatial organisation, and ambience on one side, and morphology, materialisation, and structural elements on the other. By bridging the gap between technical knowledge and design thinking, this shift allowed students to engage critically with the interplay between design intentions and technical realities, fostering a deeper understanding of the design process itself. The analysis focuses on two consecutive academic years, during which students participated in international design competitions: The Home of Shadows in 2024 and The Architect’s Stair in 2025. In both cases, the tasks encouraged a departure from conventional, utilitarian functions of architecture. Focusing on the students’ results, the paper explores the potential of this intentional embrace of non-utility: the qualities it generates in understanding the design process and possible architectural outcomes. In particular, the paper examines how such an approach can disprogram the conventions of a syllabus dedicated to building structures, moving beyond purely technical concerns toward a more creative and critical understanding of structures’ roles and functions within their physical and social contexts.