The physical experience of architecture, enhanced by the renewed interest in craft brought about by the advancements in digital technology and the more recent interest in “green buildings,” has displaced postmodernism and deconstructivism’s theory-centric pedagogies in architectural education. However, despite the proliferation of courses on digital fabrication and of design studios concerned with immersive environments and sustainable buildings, why is there a feeling—correctly brought forward by the editors of this issue of JAE—that North American architectural curricula and scholarship are not paying enough attention to building and the built?

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