Entering Syracuse University’s Slocum Hall (1919), one is greeted by a commanding atrium—a central void that channels students into studios. This organizational focus, seemingly typical, is rare among architecture schools. Slocum Hall’s centralized atrium creates an introspective environment, unlike many schools that emphasize outward engagement. By examining historical institutions, we trace how architectural pedagogy has shifted in spatial and ideological terms.

The École des Beaux-Arts in Paris (1893) laid the foundation for modern architectural education, with its enclosed courtyards emphasizing hierarchy and formal mastery. In contrast, Walter Gropius’ Bauhaus (1925) dismantled this model, prioritizing transparency and connectivity. The Architectural Association (AA) in London further decentralized space, promoting fluid interaction. Paul Rudolph’s Yale School of Architecture (1963) avoided a central atrium, reinforcing a dynamic pedagogical flow. Harvard’s GSD (1972) and SCI-Arc’s Depot (2001) continued this evolution, with open workspaces and uninterrupted movement, fostering collaboration and engagement beyond the building. Recent designs at Cornell’s Milstein Hall (2011) and MIT’s Metropolitan Warehouse (2022) embrace transparency, connecting students with the public realm and rejecting the introspective focus of Slocum Hall.

This history reveals not a linear progression, but a spectrum of pedagogical values, shaped by the presence—or absence—of the atrium. From the École des Beaux-Arts’ world-making courtyard to Slocum Hall’s centralized void, these spaces structure education around presentation and order. The Bauhaus, AA, and others embraced fluidity and outward engagement, while schools like Harvard and SCI-Arc prioritized dynamic interaction. Recent designs at Cornell and MIT promote public connection, subverting traditional inward-focused atriums. The diversity in these examples shows that architectural pedagogy cannot be confined to one model; the presence or absence of an atrium shapes education by reinforcing or challenging traditional hierarchies and modes of interaction.