From January 15–17, students of ARCH 320 – Theories of Architectural Design at Epoka University participated in an intensive academic study visit to France, extending the course beyond the conventional classroom setting. Under the guidance of MSc. Manjola Logli, the course was conducted on-site at key architectural and urban landmarks, enabling students to engage directly with works that have fundamentally shaped architectural theory.

A central component of the course was the visit to Villa Savoye in Poissy, one of the most influential works of twentieth-century architecture designed by Le Corbusier. Widely regarded as a foundational reference in architectural education, Villa Savoye exemplifies a paradigmatic expression of Modernism and articulates Le Corbusier’s Five Points of Architecture: pilotis, free plan, free façade, horizontal ribbon windows, and roof garden. The villa functions as a theoretical model in which modernist principles - rationalization, functional autonomy, standardization, and the machine aesthetic - are spatially synthesized. Experiencing the building in situ enabled students to critically examine the relationship between architectural theory and its material, spatial, and experiential realization.

To contextualize this modernist paradigm within a broader historical and urban framework, students also explored major architectural landmarks in Paris, including Notre-Dame Cathedral, the Louvre Museum, the Fondation Louis Vuitton, and the Eiffel Tower. Beyond individual monuments, the city itself served as a pedagogical field. Students were encouraged to adopt the position of the flâneur, observing urban morphology, public space, movement, and everyday social practices across different districts. This method of critical walking fostered an understanding of the city as a lived and layered construct, where architecture, urban form, and social life interact continuously.
 

This study visit reflects Epoka University’s commitment to experiential and international learning, situating architectural theory within its cultural and spatial contexts while strengthening students’ critical and analytical engagement with the built environment.