Open AccessFoundation stone
Author(s) -
Ferrer Forés
Publication year - 2019
Publication title -
estoa
Language(s) - English
Resource type - Journals
eISSN - 1390-9274
pISSN - 1390-7263
DOI - 10.18537/est.v008.n015.a04
Subject(s) - conceptualization , constructive , topos theory , discipline , epistemology , argument (complex analysis) , foundation (evidence) , reflection (computer programming) , meaning (existential) , reflexivity , coherence (philosophical gambling strategy) , process (computing) , sociology , engineering ethics , computer science , engineering , philosophy , programming language , political science , social science , artificial intelligence , mathematics , law , art , biochemistry , chemistry , statistics , literature
The teaching and learning of the project in an initial course constitute the central argument of this article that explores the theoretical foundations on which the practice of the architectural project is based. A theoretical framework is formulated that summarizes a transmissible set of knowledge ordered around the notion of typos, topos, tectonics that come from the culture of the architectural discipline itself and that emanate from architectural works. The teaching program addresses the project process from the conceptualization of the spatial, formal and constructive terms in a reflexive effort, a theoretical thought that gives meaning and coherence to the architectural form. Through the conceptualization of the foundations raised, the course proposes a reflection on the practice of the architectural project vindicating the interest of architecture for disciplinary knowledge.