Knowledge Production at the Borderline Territory

Learning, like creation, takes place in relation. Life happens in the interval of matter. In the magnetic field — space-time interval of change — a new form of life is created. Intention is to explore the incentive for knowledge production dynamics in education of architects through a lens of relational phenomena. Phenomenology of the inside-outside relation in spatial perception of architecture is compared to the one in psychoanalytical dynamics. In a culture of interconnectedness and change, architectural education is an experimental process. School-laboratory is an organized transient community of self-reflective individuals engaged within an active discovery-oriented atmosphere. Pedagogical approach is a nonhierarchical dialogue, individualized and emancipatory. Method can foster collaboration and/or induce instability; it sustains conflict, failure, and crisis. Reflective practice stimulates personality development in the process of individuation and actualization of potentials. Transformative encounter is an open process, an exchangeable relationship.