Continuity and transformations of teaching models at the École Polytechnique (1867-1910).
Among the European institutions whose pedagogical systems profoundly influenced the teaching of architecture and construction during the nineteenth and early twentieth centuries, the École Polytechnique (founded in Paris in 1794) occupied a central place, thanks to the pedagogical work developed by...
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| Main Authors: | , , |
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| Formato: | Online |
| Idioma: | spa |
| Publicado: |
Universidad Católica de Colombia
2018
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| Acceso en liña: | https://revistadearquitectura.ucatolica.edu.co/article/view/2149 |
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| Summary: | Among the European institutions whose pedagogical systems profoundly influenced the teaching of architecture and construction during the nineteenth and early twentieth centuries, the École Polytechnique (founded in Paris in 1794) occupied a central place, thanks to the pedagogical work developed by scholars such as Jean Nicolas Louis Durand, Léonce Reynaud, and Gustave Umbdenstock, whose courses at the École were published and achieved wide recognition in the international academic field. Based on this, this paper analyzes various aspects of the teaching work of a disciple of Reynaud: the engineer Fernand de Dartein (1838-1912), who also held the position of chair of architecture at the École Polytechnique between 1870 and 1910. To this effect, it examines study plans from the courses taught by Dartein; examples of the transmission modes applied (graphic exercises and student notebooks); and Dartein's own writings, through which it is possible to identify elements of rupture and continuity that characterized the teaching of architecture in an era when there were prominent differences between the artistic learning of architectural composition and the integration of technical dimensions. |
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