Details

Autor(en) / Beteiligte

• Giglio, Francesca

Titel

Eteronomia dell'Architettura. Tra ibridazione e contaminazione

Ist Teil von

• Techne (Florence, Italy : 2011), 2021-01, Vol.21, p.360-361

Ort / Verlag

Florence: Firenze University Press

Erscheinungsjahr

2021

Link zum Volltext

Quelle

EZB Electronic Journals Library

Beschreibungen/Notizen

• The need for knowledge, training and complex critical consciousness, shows itself in Architecture in all its contradiction, in a society that develops figures more and more dangerously specialized and decontextualized concerning the opportunity - taking up the thought of Morin's text (2001) - that education should «promote a "general intelligence" capable of referring to the complex, to the context in a multidimensional way and to the global». The first deals with the subject in a disciplinary context, proposing reflections on the role of the architect as an educator, together with his responsibility to transfer and acquire knowledge; the second, of a general nature but referable to the Architecture Area, also proposes a reflection on the task of the architect, but in this case in his role of intellectual and critic for contemporary society; the third is a critical essay on the Topic that questions the function, more generally, of Architecture for our present and our future. In which, knowledge is hybridised, comparing, through fifteen author's dialogues, the polytechnic matrices of the School of Architecture, Urban Planning and Construction Engineering (AUIC) of Politecnico di Milano and the Escuela Técnica Superior de Arquitectura de Madrid (ETSAM) of Universidad Politécnica de Madrid, as experiential places of training and learning to face the challenges of the complexity of our age. O.E. Bellini interprets and transfers the authors' intention to highlight the intellectual dimension, the emotional transport and the personal identity of being a teacher, recounting through references and quotations the role of in-signare as the act of impressing a signum, a mark, an imprint on the learner, generating cognitive and two-way processes that lead to the transmission of knowledge.