The future of architect education after fifty years of research
DOI:
https://doi.org/10.35305/23626097v9i17.383Keywords:
architectural education, space and knowledge, social dimensions of architectural designAbstract
After fifty years of research on the future of architect education, it is time to make a synthesis of what has been found without attempting to conclude the subject at all, quite the contrary. This means glimpsing into the future from a complex present through the invaluable contribution of the data produced by the past. First, I analyzed architecture from a psychogenetic point of view and, later, from a more complex philosophical one, adding the Bakhtin’s neo-Kantian vision of the recent work of Paul Ricoeur that is grounded on a radical hermeneutics applied to an intersubjective vision of contemporary human space.
From this theoretical perspective, the recent involvement of the prestigious French philosopher Paul Ricoeur in the field of architecture and urban planning has become an important contribution to complete many years of work dealing with the psychogenetic analysis of the emergence of knowledge in architecture and urban planning in childhood across different countries. The aim is to expand the horizons of architecture teaching and urban planning towards the current state of cognitive sciences and the recent interdisciplinary neurological advances. In this way, a new teaching model in which innovation and culture are not contradictory concepts can suddenly come to light.
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