Deconstructivism is a new movement in which the dream of pure forms and order  are disturbed. Deconstructivism challenges  the values of harmony, unity and stability. It considers imperfections as intrinsic to the structures. Euclidean geometry through the intense recourse to   computer is used to produce impure geometric compositions, unstable and restless masses. Deconstructivism in  architecture was initially influenced by the ideas of the French philosopher Jacques Derrida whose work was mostly related to the fields of literature and  linguistics. For him,  the classical relationships between  words and meanings, that is known as  logocentrism, should be broken up through parasitology or virology. Texts should be liberated  from the unique sense that comes up from the first reading. An archeology should be applied to the text in order to uncover its hidden meanings and unearth the sediments of its formation process.  By introducing disorder into communication, Derrida is at odds  with the entire semiotic structure of post-modernism.

Deconstructivism was harshly criticized for being purely formalist approach. It has never achieved the status of movement beyond the narrow academic sphere of its admirers. It has no  social background or cultural roots and thus entirely alien to the society.

In architectural education, many students as well as educators are attracted to this movement for its fascinating approach to design  and its highly creative output. Others consider it as a mere  game of fantasy that ignores the real issues in architecture and thus a destruction movement.

Can deconstructivism  approach  to design as uncovering layers and sedimentation be of any service to architects? Could it be matured enough to overpass its formalism and unrealistic vision? Should it otherwise be simply ignored and left to its own destiny? What would be the attitude of the educators who supervise students who have a great  empathy  to this movement, or vice versa?

Medinanet opens a debate on the movement of deconstructivism in architectural education and urge the students community and educators to express their opinions.