ARCHITECTURE AS A HETERONOMOUS DISCIPLINE. DEBATE, THEORIES, PERSPECTIVES

The debate surrounding the universal criteria of education is the starting point for an exploration of the specific nature of teaching architectural disciplines, based on a balanced alchemy between scientific, humanistic and technical knowledge, and characterised by an essential experimental approach. In this scenario, are there codified formulae for arriving at a definition of education in architecture that is capable of responding to the needs of a renewed approach to knowledge and the discipline’s evolution? We are living in a historic phase where the dynamics of training are being constantly revised, which should see teachers once again play a central role as the cornerstone of an educational and formative journey, consistent with the current reconfiguration of professions. It is a maieutic method of learning which interprets the conceptual, design-oriented and constructive dimensions as substantial and integrated elements of architectural practice; methods and tools are the means and not the ends of a teaching environment that is open and increasingly connected to each individual student. As an intellectual figure, the architect requires holistic – as well as scientific – training, able to strengthen a cross-cutting search for the foundation of an architect who should have mastered the art of constructing real buildings and living spaces, and have an evident sensitivity towards measurement, space and harmony. Today it is essential to formulate a reflection on the role of the architect, in relation to contemporary urban and social dynamics which place the environment – and its protection – at the centre of the debate. Design is learnt by designing. This means that the transmission of the values of design culture should be understood as critical competence, capable of synthesising cross-cutting contributions and addressing the complex problems of contemporaneity, by means of a conscious creative process. This contribution examines this phenomenon in order to outline methods and tools capable of training architects of the future.