Péter Sugár, DLA department leader and professor
Dr. János Bitó, DLA
At my time of life, everything that occurred in the course of my professional activity is important. That is now the past, but I still hope – if possible – to do useful things.
Zsófia Dankó, DLA
Pedagogical work which paves the road to becoming an architect means the conveyance of thoughts, knowledge and experience. For me, Frank Lloyd Wright described the essence of instruction: “An art cannot be taught. You can only inculcate it, you can be an exemplar, you can create an atmosphere in which it can grow.”
My creed, when it comes to advising students, is a sober and pragmatic outlook, mutual pupil-instructor trust, a personal approach and cooperation. Openness that not only reflects a creative design mindset, but also a sensitivity to human difficulties. Along the way, I encourage pupils to take risks and experiment, so the creative process becomes about the joy of discovery.
We instructors are not trained pedagogues, but it is my conviction that if we must be so, that is what we shall become! When conveying our very exclusive, specialized knowledge, what I consider important is developing a love of the profession (rather, a calling), a “never be completely satisfied” (i.e., always strive for better) attitude, and the student’s basic sense of ethics and respect for their field. In my view, instilling a sense of responsibility towards society, a social sensitivity, is just as important as conveying architectural know-how. I believe in mutual trust and respect between pupil and instructor, life-giving humour, but chiefly in the work. I also hope that I have enough influence over the students, so they not only wish to become esteemed experts, that they not only wish to serve society and the nation (the authority in power), but that they possess an inner compulsion towards ever better and more liveable precepts.
György Hild, DLA
When I plan residential building in “real life”, the most difficult and most amazing part is the dialogue, where relationships between planner and designer, desire and concept take shape. We exchange roles, adapt to one another and arrive at a plan. This relationship is one of the keys to a successful building. At the university, in the residential design course, the most difficult and most amazing part is the dialogue, where relationships between instructor and pupil, desire and concept take shape. We exchange roles, adjust to one another and arrive at a plan. This relationship is one of the keys to a successful design.
Miklós Jancsó, DLA
I have come to the conclusion that I can only teach what interests me. Luckily, architecture is an intriguing subject, especially good architecture – but bad architecture as well. Only it must be bad enough and consistently bad enough, which is just as rare as good architecture. What also interests me is how a room can be lived in for 500 years with the fumes and smells of waste, 500 years in a common flat sharing the kitchen and toilet with strangers. How do they live on a battleship, a spaceship, a space station, in a workers’ hostel or a flophouse? What do we know about living in tents, desert caves, the Papuans who live in trees, the Japanese who repeatedly restructure squares, the titans of the 40s, and revolutions in residential building design? Plus, of course, what interests me is what interests you, so it is best to determine what that is. Also try – always try – to do things a little differently, and while it is still not good – but good enough – show it to me. I will give my opinion, but – beware! – I do not want to be parroted, because that is not interesting.
József Kolossa, DLA
For me, instruction is nurturing talent. It is seeing the obvious or hidden talents in the young and providing material that will allow them to realize their potential. I believe in hard, sustained work, in the search for truth that does not tolerate compromises. As a university professor, I believe in innovation and that centres of learning should adopt a sense of responsibility towards society. I view the university tasks that we solve together with students as occasions and opportunities for real-life brainstorming, chances to develop and elevate the human intellect and spirit.
As an architect, I believe in the field of architecture and architects’ importance and responsibility in society. I believe in the humility with which architects must approach their tasks, and I believe in the power of architectural thought, which – though it goes mostly unnoticed in the profane world – decisively creates and maintains order in human society.
Sándor Makrai, DLA
I especially love working with students who have a great desire for freedom in planning. Working with them is a type of give-and-take, which is a pleasure for me. It is never my intention to deprive them of the wish to create something uncommon or surprising. Indeed, I would rather strengthen that endeavour. I am quite cautious to protect their spirit of child-like playfulness and their desire to create something original, because I think, as Herman Melville wrote, “It is better to fail in originality than to succeed in imitation.”
Dóra Máthé assistant research fellow
Márton Nagy, DLA
We are collectors. We procure pictures, words and thoughts again and again. Moments stick in our memories and remain until the next word or picture occupies their place, and so passes every day. In his work entitled “Pants Pocket”, Hannes Böhringer wrote about memory storage. Not everything is always at hand; we cannot keep everything in our minds at once. Our imaginations, just like our hands, must be kept free. It is important to have a place where everything can be found, close at hand. This is the architect’s “pants pocket” collection.
As an architect, I am always preparing and refining collections. Creation, for me, does not begin with invention; it is rather discovery that makes every moment of the process adventurous and exciting. Renewal is not an aim that we toil after. It is much rather the joy of experiencing small recognitions in the process of making discoveries. Innovation does not consist of some spectacular renewal achieved by importing fashionable, promising-looking ideas. Instead, it is the constant formation of personal experiences built upon one another. This is how we produce real treasures from our pants pockets, and how we assemble a planning “toolbox” to use when we undertake tasks.
Tamás Perényi, DLA associate professorT
János Roth, DLA retired associate professor
Tamás Varga, DLA associate professor
László Vincze, DLA associate professor
The language of architecture, its logic and aesthetics, is complicated – like that of music, film or literature. We are not born with this knowledge, we learn it and debate over it, gradually improving our understanding of architectural thought’s subtle and intricate correlations. Instead of a teacher-student relationship, I adhere to the individual nature of a master-apprentice dynamic.
András Weiszkopf assistant professor
Architecture is a unique synthesis of the ability to create, a sense of responsibility to a community, and will. What I consider most important when undertaking an architectural assignment is an open-minded and persistent search for solutions and community-centred thinking. My approach to architecture has been largely influenced by the contemplations I have made with my mentor. In the course of instruction, I hope to inspire thoughts and insights that are as fruitful as those that I received.
Ágnes Juhász doctoral student
Péter Müllner doctoral student
Gabriella Öcsi doctoral student
Bettina Ónodi doctoral student
Gábor Tóth doctoral student
Anett Virág doctoral student
Csilla Kirschner chief administrator
A large part of my work is the faculty’s administration. Besides that, I handle student-related and other official matters (certification and financial matters). My main task is to help the students, handling administrative matters in connection with their studies. I may be entrusted with the following: providing and printing student certification, preparing invoices and contracts, settling accounts, dealing with the Neptune system for subjects taught in the department, grade registration and test notices, administrative enrolment for final exams, work related to professional engineering training (enrolment, certification, notices about tests and courses, registering grades, issuing documents), and handling the complete sphere of the faculty’s financial matters.
Éva Énekes managing administrator