"Architectural education is not simply the imparting of knowledge and skills necessary for successful practice. It involves the development of values, ideologies, and philosophical positions. Currently, architectural schools are implementing positivistic philosophical positions; neglecting important alternative positions. This, ill turn, enables future architects to establish long_term attachments to international professional values. Unfortunately, this distances them from potential occupants of buildings and built environments, their social contexts, their traditions, and their social and human problems. The idea of this paper is culled from over ten years of exploring architectural education world-wide (1987-1997). It focuses on EBS "Environment_Behavior Studies" as a new paradigm, and how it can be introduced into architectural curricula. The paper asserts that it we want our graduates to be culturally and socially responsible, EBS should be introduced aggressively ill architectural pedagogy ill a manner which is based on the scientific study of human behavior, human needs, cultural differences, and the way ill which people interact with the physical environment. Intuition and subjective decisions and viewpoints should not be the concern in contemporary architectural education teaching practices. This paper calls for a fresh look at architectural pedagogy through the integration of EBS into architectural education teaching practices. The methodology involves a preliminary content analysis of the available theoretical literature and a literature review of the results of several surveys that have been conducted ill the Eighties and Nineties. Based on these analyses, four approaches have been identified ill order to bridge the gap between EBS and architectural pedagogy and to develop positive attitudes that architecture students, the budding professionals, take to the profession. The first approach emphasizes reconciling lectures and studios by integrating the theoretical knowledge about EBS provided ill the formal lecture and the process of learning to make judgments ill the studio. The second and third approaches affirm the importance of sensitizing students ill human aspects of architecture and urban design and developing their abilities of searching and thinking critically. The fourth approach emphasizes the incorporation of knowledge about behavioral research and real life experiences into design teaching practices."