Abstract

<i>archiTECTONICS:</i> trans-disciplinary reasoning and manifesting in beginning architectural design <p> Pedagogical approaches to beginning design in architecture often assume multi-disciplinary modes of exploration to filter problem parameters (perceptual) and sculpt discoveries for iterative potential (operational). A closer look suggests trans-disciplinary moments within the architectural design process that come before, within, and/or around the root-discipline from pre-disciplines, such as Visual Literacy, fundamental to exploration and communication in design. </p><p> <i>archiTECTONIC:</i> 2. having qualities, such as design and structure, that are characteristic of architecture. </p><p> Iterating and perceiving through every disciplinary dynamic, instance, and/or action in the process of designing transcends, builds, and structures its neighbor for explorative sequencing, intention, and maturation of reasoning for design resolution. An acute awareness of disciplinary state, in a maturing design process, may alleviate obscurity of ideological foundation and facilitate growth for trans-disciplinary reasoning, making, and communicating in a root discipline. </p><p> <i>archiTECTONIC:</i> 3. of or relating to the scientific systematization of knowledge. </p><p> Immanual Kant discusses this in his book “Critique of Pure Reason”: “By the term Architectonic I mean the art of constructing a system. Without systematic unity, our knowledge cannot become science; it will be an aggregate, and not a system. Thus Architectonic is the doctrine of the scientific in cognition, and therefore necessarily forms part of our Methodology.” </p><p> This proposal seeks to discuss trans-disciplinary moments (2D, 3D, and time-based exercises) implemented for perceptual and operational stages of beginning architectural design that provoke situational and conditional awareness. Additionally, variations on archiTECTONICS will layer the discussion as related to reasoning and manifesting in a manner that allows the beginning design student to recognize pre- and trans-disciplinary ideology, pace, and purpose. Engaging this as a strategy for seeing, thinking, and maneuvering through a dynamic process that overflows disciplinary boundaries provides design liberty and clarity for reasoning, manifesting, and communicating in a root discipline, in this case architecture.</p>