Under the WTO system, global standardization of professionalism in architecture practice calls for transformation of curriculum in architectural education in Korea. This paper compares the curriculum standards of international accrediting authorities such as NAAB and RIBA based on UIA accord which defines fundamental knowledge and abilities of an architect. As a result this paper extracts 51 achievement oriented criteria of architectural education in Korea. It can be categorized as communication, design, cultural context(history and theory, human behavior and social aspects), technical systems(structural systems, environmental control systems, construction material and assemblies) and practice(project process, project economics and business management, laws and regulations). Based on this recommended Korean curriculum standards, current curriculum is analyzed focusing on the 5 architectural programs in Seoul. Through this analysis, it became clear that some area - social and economic aspects in architecture, sustainability in architecture, understanding and selection of construction material, assemblies and environmental control system, recycling of existing building, professional liability, professional rules of conduct, project economics and project management - need to be covered and emphasized to meet the international standards in professional education in architecture. The result in this paper will be used as a basic data in the process of finding the direction of restructuring curriculum for professional architectural education in Korea.

An analysis of the courses from American architectural institutions during the period of $1890^{\sim}1950$ 수식 이미지 reveals an emergence of a distinction between a purely architectural and an architectural engineering discipline. A reflection of the economic growth, industrialization and urbanization of a nation; the education of the American architect during that period assumed a professional character. In contrast to European technical institutions which concentrate on the engineering aspects of architecture, American institutions developed a more comprehensive, design oriented curriculum within the framework of the American university system. The establishment of a system of formal education for architects and architectural engineers, replacing the tradition of apprenticeship, made it possible to train future professionals according to their ideals. But the objectives, contents and products of these curricula took on divergent characteristics from institution to institution. The growth of legal regulations( ie. ACSA, NAAB, NCARB, ASEE, etc.) governing the registration of architects and engineers, emphasized the legitimate concern within the profession to determine an acceptable standard of professional education. Such regulatory standards influenced the transition of architectural engineering education in institutions including the case of MIT. As a result, the ambivalence in architectural engineering programs found specific resolution in programs, such as architectural engineering, building engineering, construction or civil engineering.

This study is about Le Corbusier's early years of loarning and training at La Chaux-de-Fonds. It is an attempt to show how Le Corbusier's groundwork was laid which characterize his work throughout the life. Charles Edouard Jeanneret was trained as a watch engraver and wished to be a painter. C. L'Eplattenier was to play a decisive role in shaping the young introspective boy's future. He encouraged Jeanneret's habit of the close study and observation of nature. Jeanneret was not the product of an established school, but instead made the unusual choice of educating himself. He found two indispensible sources of inspiration in study the past and in contemplating nature. His four years of self-education consisted of extensive reading, summer travels and winter layovers in larger cities-Vienna, Paris, Berlin-while sketching in museums or apprenticing local architects-Pellet, Behrens-. All these impressions then blended together to become part of a comprehensive source book of knowledge and imagination of the later Le Corbusier. A largely self-taught man, he never stopped making notes, drawing and writing, always aspiring to a clearer understanding of the meaning and underlying principles of objects and architecture. Jeanneret's five villas in La Chaux-de-Fonds are barometers which show the sequences of his development and change as an architect. In 1917, being thirty, he uprooted himself from his hometown to get a wider range of opportunities and moved to Paris. By that time Jeanneret was almost ready to blossom into Le Corbusier It was during this formative years of his life that Le Corbusier established the working method, mind-set and philosophical basis that determined the course of an architect in the making.