This paper is the result of forty dialogues conducted during my PhD
research, which took place between 2018 and 2020, among students and educators’
of the Nordic Baltic Academy of Architecture. These conversations were
initiated by three questions:What skills should students have after studying architecture?
How should these skills be taught? How can architectural education be of
special importance to our society? The answers to these questions were analysed
and interpreted by following the Grounded Theory approach.What emerged from
these dialogues is the shared conviction to use architectural education as a complex
project to advance the knowledge, traits, attitudes, values, and behaviours necessary
to respond to global challenges whilst creating conditions for students and
their educators to locally engage as active citizens. This combination of global
awareness and local activism is at the base of formulating the Theory of Cosmopolitan
Citizenship in Architectural Education whose purpose is to help students
and educators cultivating a language, activating a pedagogy, and developing
a scholarship capable of advancing new political agencies to codesign healthier,
safer, and a fairer world in a changing social, ecological, and political environment.
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