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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Universidad Nacional de Mar del Plata. Facultad de Arquitectura, Urbanismo y Diseño
2020
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oai:ojs.pkp.sfu.ca:article-3542020-12-19T15:24:53Z Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship Enseñanza del proyecto y tecnologías: La noción de pharmakon en Bernard Stiegler como alternativa para dicha relación Pizoni, Carlos proyecto arquitectónico teoría tecnología filosofía architectural project theory technology philosophy 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. El escrito propone reflexionar sobre ciertos supuestos, características y problemas que se manifiestan en torno a la enseñanza-aprendizaje del proyecto arquitectónico desde el siglo XIX hasta el presente. El escrito parte de los emergentes de una investigación de posgrado –recientemente finalizada–, que aporta una mirada que comprende a la arquitectura como una disciplina que busca relacionar la praxis arquitectónica con distintos modos de teorizar; que muchas veces se enriquecen con aportes provenientes del ámbito de la filosofía. Este texto recupera logros relativos a la enseñanza del proyecto, a la vez que identifica y pone en crisis ciertas persistencias, ausencias o atenuaciones sobre prácticas, actores y situaciones, que siendo relevantes para la arquitectura que se materializa, no poseen igual grado de protagonismo en el ámbito de la enseñanza del proyecto. El problema presentado inicia durante el siglo XX, logrando aún mayor intensidad en el presente, con lo tecnológico protagonizando el diario acontecer de lo humano. Esta situación amerita valerse de los recientes aportes filosóficos de Bernard Stiegler, buscando sumar a una construcción colectiva que aspire a una mejor articulación entre aquellas cuestiones que hoy deberían involucrarse en la enseñanza del proyecto arquitectónico. ark:/s22508112/gyoa4ibkt Universidad Nacional de Mar del Plata. Facultad de Arquitectura, Urbanismo y Diseño 2020-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistasfaud.mdp.edu.ar/registros/article/view/354 Registros. Revista de Investigación Histórica; Vol. 16 Núm. 1 (2020): Encrucijadas en la enseñanza de la arquitectura en América Latina durante la segunda mitad del siglo XX; 18-35 2250-8112 spa https://revistasfaud.mdp.edu.ar/registros/article/view/354/295 Derechos de autor 2020 Registros. Revista de Investigación Histórica |
| institution |
Universidad Nacional de Mar del Plata |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Pizoni, Carlos |
| spellingShingle |
Pizoni, Carlos Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship |
| author_facet |
Pizoni, Carlos |
| author_sort |
Pizoni, Carlos |
| title |
Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship |
| title_short |
Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship |
| title_full |
Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship |
| title_fullStr |
Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship |
| title_full_unstemmed |
Project teaching and technologies: Bernard Stiegler’s notion of pharmakon as an alternative to that relationship |
| title_sort |
project teaching and technologies: bernard stiegler’s notion of pharmakon as an alternative to that relationship |
| description |
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. |
| publisher |
Universidad Nacional de Mar del Plata. Facultad de Arquitectura, Urbanismo y Diseño |
| publishDate |
2020 |
| url |
https://revistasfaud.mdp.edu.ar/registros/article/view/354 |
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