The cognitive nature of the project and the crisis in the inherited conception of teaching architecture
Considering architecture as an activity likely to be taught, it is proposed that the architectural project be analyzed as an essentially cognitive entity. This view reassesses the inherited conceptions of the teaching of architecture by proposing an interpretation of the process as knowledge-generat...
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| Autor principal: | |
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| Formato: | Online |
| Idioma: | spa |
| Publicado em: |
Universidad del Bío-Bío, Chile
2015
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| Acesso em linha: | https://revistas.ubiobio.cl/index.php/AS/article/view/1972 |
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| Resumo: | Considering architecture as an activity likely to be taught, it is proposed that the architectural project be analyzed as an essentially cognitive entity. This view reassesses the inherited conceptions of the teaching of architecture by proposing an interpretation of the process as knowledge-generating praxis. Specifically, the study focused on the different types of knowledge involved in the project, both explicit-conceptual and implicit-procedural. The strategies used made it possible to triangulate a theoretical analysis with a descriptive-observational research design in order to study project protocols (components) and their curricular design approaches. The data revealed complex cognitive and representational activities in the design process, although they are not normally regarded as objects of study in classical models of educational management. A praxeological model of variables is proposed to understand how projects function, as well as several guidelines to bring about change in educational activities. |
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