Didactic and project: Divergences and Convergences between Profession and Discipline
This essay indicates the preponderance that the professional practices of the architectural project have over the theoretical-disciplinary corpus of Architecture due to the development of didactic strategies based on teaching styles of a reproductive nature. Indeed, in modernity –afterwards, this ch...
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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-4242020-12-19T15:24:53Z Didactic and project: Divergences and Convergences between Profession and Discipline DIDACTICA Y PROYECTO: Divergencias y Convergencias entre Profesión y Disciplina Fernández, Roberto profesión disciplina simulación empiria práctica teorías críticas y anticipatorias profession discipline simulation empirical practice critical and anticipatory theories This essay indicates the preponderance that the professional practices of the architectural project have over the theoretical-disciplinary corpus of Architecture due to the development of didactic strategies based on teaching styles of a reproductive nature. Indeed, in modernity –afterwards, this characteristic of the prevalence of the professional over the disciplinary is a substantive feature of modernity that is more experimental and innovative– confirms a model developped preferentially since the Bauhaus (but which only means a linguistic rejuvenation of the method Beaux Arts) in which it is taught by trial and error, applying a simulation of professional doing. It is understood that this model is markedly conservative –by replicating and reproducing realities already carried out and produced– and that it is not capable of answering the new needs or demands of new contributions or offers that could only emerge from project research understood as just research, it is say production of certain theoretical knowledge, legitimate and consistent. Este ensayo señala la preponderancia que las prácticas profesionales del proyecto de arquitectura tienen sobre la urdimbre teórico-disciplinar de la Arquitectura debido al desarrollo de estrategias didácticas basadas en estilos de enseñanza de índole reproductiva. En efecto, en la modernidad –pués esta característica de prevalencia de lo profesional sobre lo disciplinar es un rasgo sustantivo de la modernidad más experimental e innovativa– se confirma un modelo desplegado preferentemente desde la Bauhaus (pero que no significa sino un rejuvenicimiento lingüístico del método Beaux Arts) en que se enseña por prueba y error, aplicando una simulación del hacer profesional. Se entiende que este modelo es marcadamente conservador –al replicar y reproducir realidades ya efectuadas y producidas– y que no es capaz de advertir las nuevas necesidades o demandas de nuevas aportaciones u ofertas que solo podrían emerger de la investigación proyectual entendida como justamente investigación, es decir producción de saberes teóricos ciertos, legítimos y consistentes. ark:/s22508112/qo4stgfi4 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/424 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; 4-17 2250-8112 spa https://revistasfaud.mdp.edu.ar/registros/article/view/424/303 Derechos de autor 2020 Registros. Revista de Investigación Histórica |
| institution |
Universidad Nacional de Mar del Plata |
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OJS |
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spa |
| format |
Online |
| author |
Fernández, Roberto |
| spellingShingle |
Fernández, Roberto Didactic and project: Divergences and Convergences between Profession and Discipline |
| author_facet |
Fernández, Roberto |
| author_sort |
Fernández, Roberto |
| title |
Didactic and project: Divergences and Convergences between Profession and Discipline |
| title_short |
Didactic and project: Divergences and Convergences between Profession and Discipline |
| title_full |
Didactic and project: Divergences and Convergences between Profession and Discipline |
| title_fullStr |
Didactic and project: Divergences and Convergences between Profession and Discipline |
| title_full_unstemmed |
Didactic and project: Divergences and Convergences between Profession and Discipline |
| title_sort |
didactic and project: divergences and convergences between profession and discipline |
| description |
This essay indicates the preponderance that the professional practices of the architectural project have over the theoretical-disciplinary corpus of Architecture due to the development of didactic strategies based on teaching styles of a reproductive nature. Indeed, in modernity –afterwards, this characteristic of the prevalence of the professional over the disciplinary is a substantive feature of modernity that is more experimental and innovative– confirms a model developped preferentially since the Bauhaus (but which only means a linguistic rejuvenation of the method Beaux Arts) in which it is taught by trial and error, applying a simulation of professional doing. It is understood that this model is markedly conservative –by replicating and reproducing realities already carried out and produced– and that it is not capable of answering the new needs or demands of new contributions or offers that could only emerge from project research understood as just research, it is say production of certain theoretical knowledge, legitimate and consistent. |
| publisher |
Universidad Nacional de Mar del Plata. Facultad de Arquitectura, Urbanismo y Diseño |
| publishDate |
2020 |
| url |
https://revistasfaud.mdp.edu.ar/registros/article/view/424 |
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