Tracing Pedagogical Practices:Human Body Conceptualisations in Danish Architecture and Design Education over 250 Years

This paper explores conceptualisations of the human body and their characteristics in Danish architecture and design education over a span of 250 years, from the mid-18th century through the early 21st century. By examining the ways in which the human body has been represented, depicted, and contextualised within educational institutions, the study reveals some of the principles and methodologies that have guided architectural teaching practices. The findings are seen in relation to key societal contexts with impact on evolving ideals and standards within architecture and design. By offering this historical perspective, the study aims to provide new insights into the relationship between prevailing ideologies regarding the human body and the pedagogical practices, that have both reflected and reinforced ideologies over time.