Abstract
Today, private and state ownership or property turns boundaries into non-negotiable elements of division and autonomy. Are students able to discern new contemporary sustainable ways of living? Are they searching for things beyond the human way of living and outside the complexities of architecture? Do they understand how things are connected with social life, spatial qualities and the environment? In this article, I introduce a project agenda focused on a methodology which can be implemented both in the theory and the design aspects in architectural education. Through the use of perception and imagination, but also narrative, metaphor, and fiction, students are able to learn how to explore but also how to perceive and understand a place through various versions of reality. Stories connect language with mimetic actions, with habits that in turn connect our physical and mental experience with the environment, place, and space. This knowledge from within ourselves also involves emotions that connect us with space and the environment. In this way, the architecture behind a built work may be interpreted as the outcome of the broader complexity of life. How do different scales, spaces, materials and situations not merely respond to an architecture and a way of dwelling through form and fashion, but also highlight the social and the ethical function of architecture as an essential record of architectural tradition in relation to people, place and environment? Students should be equipped with tools to understand and interpret the contemporary complexity and local traditions in modern life.
Details
Presentation Type
Theme
KEYWORDS
NARRATIVE, ARCHITECTURAL EDUCATION, ARCHITECTURE AND LANGUAGE, FICTION
