The built issue presents a unique opportunity to restructure research, examine our knowledge (and ignorance), and critique our pedagogies. As theme editors of this issue we were interested in how our ideas and conversation surrounding the built aligned with other architects and educators whose work we admired for what we believed was an awareness of, and attitude toward, a more complex understanding and intentional use of the built as a form of knowledge production in their work. To this end, as part of the curated section of this issue we conducted a bit of research, by way of interview, with six practices and recorded these conversations so that we could use them to help frame this issue.

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