Katerina Rüedi Ray opens her book on the Bauhaus with four questions, which she repeats again in her conclusion. “How,” she asks, “do models of design education emerge in relation to social, economy, and cultural change,” “do economic and special structures, spatial and corporeal practices as well as systems of representation influence identity formation within architecture, design and art education,” “do models of architecture, design and art education change over time and within space,” and, finally, “can critical social theory inform architecture, design and art education?” None of the four relates specifically to the Bauhaus, although certainly the school can be used as a case study around which to develop answers to them. The strength of this book is its radical departure from the assumptions that have governed most earlier literature on the subject; the weakness is the attempt to cover such an extraordinary extent of ground in a scant...

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