Discussions of architectural education invite consideration of assumptions concerning the purpose and definition of an architectural education. Such pursuits raise questions that each of us should confront regarding our assumptions about what kinds of knowledge, values and relationships are deemed legitimate educational concerns.1 This thesis gives shape to the architectural student campaigns of the 1930's and the 1960's, their efforts to make sense of their experiences as well as their search for meaning in architectural education. In many of these instances, students began by drawing strength from a number of leftist protests which swept university campuses, but in the course of the ensuing controversy students ultimately concluded by raising questions about the nature of architectural education and developing a radically new consciousness concerning the purpose of education. Students emerged from these campaigns with fresh thinking about the objectives and methods of an architectural education. Such investigations invite consideration for contemporary student engagement in architectural education to undergo a similar sense of self examination and are encouraging of the fundamental changes such an examination often demands.2 1Henry A. Giroux, Theory and Resistance in Education, Westport: Bergin, 2001, p 193. 2William Deresiewicz, Garrett S. Finney, Sam Kirby, Clay Miller, ed., "Into the Fire," Perspecta (29), 1998. p. xiv.