Abstract This paper seeks to reveal how the concept of childhood creativity was woven into the fabric of architectural discourse in the mid twentieth century. It focuses on the architect-educator Paul Ritter (1925–2010), who taught at the Nottingham School of Architecture from 1945 till 1964 and was appointed as head of the City of Perth’s (Western Australia) newly formed Department of Planning in 1965. In his writings, Ritter combined emerging theories from diverse fields – psychoanalysis, educational theory, environmental education – in ways that were not purely theoretical, but rather that intended to be read as manifestoes for childhood creativity. This paper argues that a better understanding of select writings by Ritter and a comparison with educational reports produced by institutional reformers in the UK, sheds light on the educational climate of the late 1950s and 1960s and helps to uncover debates on how to train architects in a rapidly changing world.

中文翻译：

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孩子的眼睛：保罗·里特 (1925–2010) 著作中的建筑专业知识和童年创造力

摘要 本文旨在揭示童年创造力的概念是如何在 20 世纪中叶融入建筑话语的结构中的。它侧重于建筑师兼教育家 Paul Ritter (1925–2010)，他于 1945 年至 1964 年在诺丁汉建筑学院任教，并于 1965 年被任命为珀斯市（西澳大利亚州）新成立的规划部门的负责人。在他的着作中，里特结合了来自不同领域的新兴理论——精神分析、教育理论、环境教育——以不纯理论的方式，而是旨在作为儿童创造力宣言来阅读的方式。本文认为，更好地理解 Ritter 的精选著作，并与英国机构改革者制作的教育报告进行比较，