19 Mayıs 2009 Salı

karşınızda, ideal 3400!? | and here's the ideal 3400!?

köknar, s. a.; erdem, a.; can creativity be institutionalized?; in A|Z, ITU journal of the faculty of architecture, vol4 no2, fall 2007
[through individuality, vagueness, limits and the unanticipated, our institution (İTÜ mim. fak. bina blgs. abd) "institutionalizes creativity"]
p28. “.. designing is the expansion of conventionally accepted limits into the unpredictable zone of future probabilities by constructive discoveries of an individual operating in the rather ambiguous possibilities defined by design problem. individual as the source of originality, ambiguity as clouds of probability, limits as the boundary between invention and convention and unpredictability as the uncvertain ways of things to come, is discussed...”
p27. “a dynamic model for teaching architectural design could only be possible through a loosely structured open network of tools allowing customizable design strategies ... in this model ... teaching is transformed into guidance and the responsibility of learning focused on learners. ... in the dynamic tool network, learners are also responsible for the design of a personal curriculum.”
p28. “the individual is at the center of the model. ... it is argued that by providing such a loosely structured dynamic curriculum, a creative institution is possible. institutional creativity is attained and strengthened by active participation of individuals to design of the curriculum.”
“the notion of creativity; as the ability to adapt knowledge, information and experiences from various areas of life and thought, interpret them in a new way and thus break away from existing patterns of structure and thought; ... (klanten 2007)”
[the emphasis is on individuality and the institute's being formed by individuals]
p29. “the task of the institution is to create and maintain a stimulating environment enriched by a multitude of patterns and tools. here the term tools correspond to a multitude of means; including tools of conception, form generation, evaluation, transformation, representation, etc. reflecting the vague state-of-art they can be historic, new, invented, cross-fertilized, burrowed or domain specific with physical, digital or hybrid attributes.”
p32. “the design studio is like a carpenter workshop; full of tools for making, form-giving, conceiving and representing.” [3400! here it is. (karşınızda boylu boyunca 3400!)]
[instead of stable phases/years and a linear flow, a "non-propositional curriculum" is proposed p34: loosely structured open network, easy to update plug-in courses, unpredictable non-linear flow, navigational...]

Hiç yorum yok: