Understanding and Rethinking Swiss Vernacular in Architectural Education
Riccardo Acquistapace – Doctoral Research
Since the 19th century, Switzerland has undertaken numerous architectural survey campaigns focused on its vernacular heritage. Conducted primarily by anthropologists and ethnologists, these efforts played a key role in defining a shared Heimatstil and in establishing a foundational corpus of knowledge on building typologies, construction techniques, and decorative elements. In the post-war period, as Switzerland experienced increasing urbanisation, federal authorities recognized the need for more comprehensive documentation and protection of the built heritage. In 1973, this led to the establishment of the ISOS (Inventaire fédéral des sites construits d’importance nationale à protéger en Suisse). During the same period, several Swiss universities incorporated the architectural survey of vernacular buildings into their curricula. Notable examples include the work of Aldo Rossi at ETHZ, Michael Adler at the Ingenieurschule beider Basel, and Frédéric Aubry at EPFL. Though these academic projects were often undertaken in collaboration with cantonal authorities and exhibit high technical quality, only a few have been fully or partially published. Despite their relevance to both architectural and anthropological studies, these works remain fragmented, under-documented, and difficult to access.
This research project seeks to enhance the understanding of vernacular architecture in Switzerland by systematically examining architectural surveys, with a particular emphasis on their historical development and pedagogical potential. It aims to consolidate dispersed documentation, critically analyse selected case studies, and propose a contemporary framework for teaching architectural surveying. By bridging historical analysis with pedagogical innovation, the research aims to contribute to the preservation of Switzerland’s vernacular built heritage. It will make previously inaccessible survey work available to scholars and practitioners, while equipping students with essential tools for understanding and documenting architecture in context.