Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship
The article proposes thinking about certain assumptions, characteristics and problems that manifest themselves around the teaching-learning of the architectural project from the 19th century to the present. The writing starts from the results of a postgraduate research -completed- that provides a lo...
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| Autor principal: | |
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| Formato: | Online |
| Idioma: | spa |
| Publicado em: |
Universidad Nacional de Mar del Plata. Facultad de Arquitectura, Urbanismo y Diseño
2020
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| Acesso em linha: | https://revistasfaud.mdp.edu.ar/registros/article/view/354 |
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| Resumo: | The article proposes thinking about certain assumptions, characteristics and problems that manifest themselves around the teaching-learning of the architectural project from the 19th century to the present. The writing starts from the results of a postgraduate research -completed- that provides a look at architecture that seeks to relate architectural praxis with different ways of theorizing; which often improve with contributions from the field of philoso-phy.The text takes achievements from the teaching of the project. To the proposal, it identifies and questions persistence, absences or attenuations on practices, actors and situations, which, being relevant to the architecture that materializes, do not have the same role in the field of teaching the project.The problem begins during the 20th century, achieving even greater intensity in the present, with the technological starring in the daily happenings of the human. This situation merits the recent philosophical contributions of Bernard Stiegler, seeking to add to a collective construc-tion that aspires to a better articulation between those questions that today should be involved in the teaching of the architectural project. |
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