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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| Format: | Online |
| Langue: | spa |
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Universidad del Bío-Bío, Chile
2015
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| Accès en ligne: | https://revistas.ubiobio.cl/index.php/AS/article/view/1972 |
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