PEDAGOGY AND ARCHITECTURE AT STANFORD UNIVERSITY:  A NINETEENTH-CENTURY PARADOX

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Abstract/Contents

Abstract: Today Stanford University’s celebrated Richardsonian-Romanesque Revival architecture has a traditional feel that appears to contrast with the university's reputation for innovation. Yet at Stanford's founding in 1891, this architecture was a deliberate departure from the dominant English Collegiate Gothic trend adopted by peer institutions. Within the university's Romanesque walls, the Stanfords aspired to create an experimental pedagogy that combined practical training with a greater commitment to humanitarian ideals. Exploring the ways in which architecture and pedagogy combine to create a campus, this colloquium argues that despite the classical allusion made by the round-headed arcade, symmetrical quadrangle, and church that terminates the principal axis, Stanford University’s architecture was as progressive as its pedagogy.

Author	Marfatia, Sapna

Subject	Master of Liberal Arts Program
Subject	School of Humanities and Science
Subject	Leland Stanford Jr. University
Subject	Leland Stanford
Subject	Stanford University
Subject	Campus planning
Subject	Campus Design
Subject	Urban Design
Subject	Ninteenth Century Architecture
Subject	Architecture
Subject	Pedagogy
Subject	American Campus Architecture
Subject	Architectural History
Subject	Richardsonian Romanesque
Subject	Fredrick Law Olmsted
Subject	Francis Walker
Subject	Main Quadrangle
Subject	Memorial Church
Subject	Palm Drive
Subject	Sandstone
Subject	Sandstone buildings
Genre	Text
Genre	Thesis

DOI	https://doi.org/10.25740/tk690gc2214
Location	https://purl.stanford.edu/tk690gc2214

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License: This work is licensed under a Creative Commons Attribution 4.0 International license (CC BY).

Preferred citation: Marfatia, S. (2023). PEDAGOGY AND ARCHITECTURE AT STANFORD UNIVERSITY: A NINETEENTH-CENTURY PARADOX . Stanford Digital Repository. Available at https://purl.stanford.edu/tk690gc2214. https://doi.org/10.25740/tk690gc2214.

Master of Liberal Arts Theses

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