Editorial Summary With »Reflexions on the Plurality of Research Methodology in Architecture«, Oya Atalay Franck explores the plurality of methods in architecture, unfolding the broad variety of working fields in the discipline. She highlights the specificity of the design tasks, resulting in a unique challenge for each task with correspondingly individual answers and results, thereby framing designing as an adaptive creational process that corresponds to the distinct demands of the project. Although the design process here is outlined as interactive and feedback-dependent, including the interwoven use of different media and working methods, this contribution questions whether the discipline of architecture can actually be investigated according to proven procedures of research practice. [Katharina Voigt]

The thoughts about 'doctorateness' in the creative fields that are put forward in this essay take architectural design as their discursive setting. However, they may also apply to other disciplines in the creative fields that deal with the design of concrete objects. The essay focuses on Switzerland with its particular architectural and educational conditions, but, again, the observations could well be valid elsewhere as well. The core competence of the architect-to design-forms the conceptual framework for the proposal here for two different types of doctoral programs in architecture. One of them is an extrapolation of design education at Masters level, with the doctorate leading to highly advanced expertise in dealing with complex architectural design tasks, resulting in the creation of a kind of 'super-master' designer; the other establishes the qualifications for an 'expert theorist' in architectural design. Both of these types of doctoral work are strongly oriented towards the creation of design knowledge that has a 'practice-oriented' focus, in the sense of providing knowledge about designing as and objectively appraisable form of added value within architecture.

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The mission of the European Association for Architectural Education EAAE is to advance the quality of architectural education in Europe and thus of architecture in general. The EAAE is a forum for the generation and dissemination of knowledge and information on all aspects of architectural education and architectural research. The Annual Conferences of EAAE would not be possible without a member school stepping in, taking the responsibility of organizing the event for EAAE, working very closely with the president and the council. In 2019, we were very thankful for the commitment and generous support of the University of Zagreb, whose efforts brought together the representatives of over 130 architecture schools from all over Europe here in the capital of Croatia. We were also proud to be part of the celebrations of the Zagreb School of Architecture’s centennial establishment. With each of the EAAE annual gathering, as well as with our other formats such as the recently held first EAAE/ACSA Teachers Conference or the EAAE/ARCC Research Conference, we reach beyond the geographical boundaries of our individual institutional settings, addressing all educators, researchers and administrators who engage themselves for high quality architectural education.

In "Proportions and Cognition in Architecture and Urban Design", practicing architects, historians, and theoreticians discuss the proportional systems that juxtapose aesthetic judgements, forms of practice, and human and social bodies with the norms and ideals that have resulted from these relationships. They retrace the history of these proportional systems, the expectations with which they were associated, how they were introduced into design, and how contemporary practice builds upon this tradition—or allows new interpretations to unfold.