The phenomenological inquiry: tool for approaching architectural design learning
This paper is derived from systematized inquiries related to the academic praxis and the concern for guiding the students of the Architectural Design Workshop of the University of Zulia, Venezuela, to innovative research strategies in their learning process. The starting point are the variables asso...
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Universidad de Boyacá
2017
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ojs-article-2502019-04-02T05:06:08Z The phenomenological inquiry: tool for approaching architectural design learning La indagación fenomenológica: herramienta para el abordaje del aprendizaje del diseño arquitectónico Linares, Maria Auxiliadora Architecture Phenomenology Learning Research Pedagogy of design Arquitectura Fenomenología Aprendizaje Investigación Pedagogía del diseño This paper is derived from systematized inquiries related to the academic praxis and the concern for guiding the students of the Architectural Design Workshop of the University of Zulia, Venezuela, to innovative research strategies in their learning process. The starting point are the variables associated to the complexity of the discipline as a science that enables human actions in living spaces. Phenomenology represents a valuable tool for such a complexity as it may support students in questioning during their learning process as well as in their professional work. From a hermeneutical analysis on the postulates of authors such as Bachelard, Husserl and Van Manen, the contribution of the phenomenological method to architectural learning is identified. Phenomenological instruments such as interviews, recording of particular cases and field observations allowed to know experiences from inhabitants of some places. Such experiences served as experiential information to be studied. Professors of Architectural Design Workshop may find in inquiring and the phenomenological description a direction for the academic approach of the architectural space design. El presente artículo de reflexión surge a partir de indagaciones sistematizadas en la praxis académica y la inquietud de orientar a los estudiantes de Diseño Arquitectónico hacia estrategias investigativas transformadoras en su proceso de aprendizaje. Se parte de la diversidad de variables que devienen de la propia complejidad de la disciplina, en tanto ciencia que posibilita el accionar humano en espacios habitables, centro neurálgico del hacer arquitectónico. Este entramado complejo encuentra en la Fenomenología una herramienta valiosa para el estudiante en su abordaje indagatorio durante el proceso de aprendizaje y en su futura vida profesional. A partir de un análisis hermenéutico de carácter documental sobre los postulados de autores como Bachelard, Husserl y Van Manen, se deriva el aporte del método fenomenológico al aprendizaje de la Arquitectura. A su vez, se apalanca el estudio de experiencias vividas que sirven de información experiencial, las cuales se recogieron de la voz de habitantes a través de instrumentos fenomenológicos como entrevistas, registros anecdóticos y observaciones de campo. Los profesores de Taller de Diseño Arquitectónico pueden encontrar en la indagación y la descripción fenomenológica una ruta vivencial para el abordaje académico del diseño del espacio arquitectónico. Universidad de Boyacá 2017-07-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistasdigitales.uniboyaca.edu.co/index.php/designia/article/view/250 10.24267/22564004.250 Designia; Vol. 5 No. 1 (2017): Revista Designia | Julio - Diciembre 2017; 68-82 Designia; Vol. 5 Núm. 1 (2017): Revista Designia | Julio - Diciembre 2017; 68-82 2539-147X 2256-4004 spa https://revistasdigitales.uniboyaca.edu.co/index.php/designia/article/view/250/374 Derechos de autor 2018 Designia |
| institution |
Universidad de Boyacá |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Linares, Maria Auxiliadora |
| spellingShingle |
Linares, Maria Auxiliadora The phenomenological inquiry: tool for approaching architectural design learning |
| author_facet |
Linares, Maria Auxiliadora |
| author_sort |
Linares, Maria Auxiliadora |
| title |
The phenomenological inquiry: tool for approaching architectural design learning |
| title_short |
The phenomenological inquiry: tool for approaching architectural design learning |
| title_full |
The phenomenological inquiry: tool for approaching architectural design learning |
| title_fullStr |
The phenomenological inquiry: tool for approaching architectural design learning |
| title_full_unstemmed |
The phenomenological inquiry: tool for approaching architectural design learning |
| title_sort |
phenomenological inquiry: tool for approaching architectural design learning |
| description |
This paper is derived from systematized inquiries related to the academic praxis and the concern for guiding the students of the Architectural Design Workshop of the University of Zulia, Venezuela, to innovative research strategies in their learning process. The starting point are the variables associated to the complexity of the discipline as a science that enables human actions in living spaces. Phenomenology represents a valuable tool for such a complexity as it may support students in questioning during their learning process as well as in their professional work. From a hermeneutical analysis on the postulates of authors such as Bachelard, Husserl and Van Manen, the contribution of the phenomenological method to architectural learning is identified. Phenomenological instruments such as interviews, recording of particular cases and field observations allowed to know experiences from inhabitants of some places. Such experiences served as experiential information to be studied. Professors of Architectural Design Workshop may find in inquiring and the phenomenological description a direction for the academic approach of the architectural space design. |
| publisher |
Universidad de Boyacá |
| publishDate |
2017 |
| url |
https://revistasdigitales.uniboyaca.edu.co/index.php/designia/article/view/250 |
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