Critical Reasoning for an Enlightened Architectural Practice

The capitalist political economy plays a crucial role in shaping the built environment and how architects practice. Capitalist aims are often antagonistic to principles of good architectural practice and, as a result, the desires of practitioners to provide good architecture are colonized and politically debilitated. Architects who use social processes embedded with critical reasoning are more able to empower themselves politically. They are in a better position to design buildings that respond to human needs rather than being antagonistic to such needs. To prepare architects for such practice, more attention is needed in preparing students to think critically during their architectural education.     

回归本质——西班牙建筑学本科设计基础教学

西班牙现、当代建筑实践在现代主义之后已逐渐探索出了一条特质鲜明的道路,国际舞台上不断涌现的优秀西班牙建筑师用作品表达着他们天赋与经验的完美结合。对于建筑师的培养——西班牙建筑教育是与建筑师职业资格无缝连接的,"5+1"的学制使得西班牙建筑学毕业生一走出校门就拥有签章的资格,所以我们可以说西班牙建筑师的职业之路在他们大学入学时便开始了。尤其是初期,也就是建筑入门的这个阶段,在整个西班牙建筑师培养的过程中占据着重要的角色。以马德里和巴塞罗那两所建筑学院为代表的设计基础课程,则是展现西班牙建筑教育构架与思路的最佳案例。     

岭南建筑师庭园设计研究补遗

庭园研究是岭南建筑学派早期较为关注的领域,对庭园空间持续深入的研究构成岭南建筑学派设计创新的重要源泉之一。庭园研究与设计实践的相互促动以及岭南建筑师群体汇聚的接力式工作,助推了岭南建筑学派的发展。现有研究对岭南庭园与现代建筑相结合的设计作品有比较全面的介绍,而对岭南建筑师的庭园设计研究则缺乏相对系统的梳理,通过对岭南建筑师1950~1980年代的庭园设计研究文献的发掘,补全历史残片,明晰历史脉络,以助系统认识岭南庭园设计研究的发展,从另一个侧面察看岭南建筑学派敢于吸收、务实创新的精神,以及自觉协作、自由发展的模式。     

“布扎”研究参考书目导读

本文试图为研究美国“布扎”的学者提供参考书目和资料,并作简要介绍。这些书目分成四类：第一类关于“布扎”教育思想和方法;第二类关于各建筑院校情况; 第三类关于个体建筑师;第四类其他,包括了装饰艺术和美国建筑史的介绍等。四部分从不同方面,多层次、多角度地展现了“布扎”的建筑、建筑师、建筑教育等内容。     

超越手法——试论建筑学教育中的“设计意识”培养

在当代建筑学教育中,教学机构不仅要传授技能与手法,更应思考如何塑造富有潜力、素质全面的人才。在专业知识更新日益加快的背景下,传授＂知识＂之外加强对＂设计意识＂的培养就显得尤为重要。＂设计意识＂是对待建筑学专业的一种超越＂技能＂的态度,可以分别从实际操作、创新超越、整体系统、开放吸收和综合感知等五个方面来理解。     

建筑的本土化和公共性 缪朴/齐欣对谈

文章记录和整理了两位生于50年代的的建筑师缪朴和齐欣的对谈,这两位建筑师是文革后受大学教育的建筑师中,较早到西方学习建筑学的建筑师。通过两位建筑师围绕成长经历、建筑教育,特别就共同关注的建筑的本土化和公共性等问题展开谈论,反映了建筑师个人的思想与实践发展变化和时代特征。     

英国建筑教育中的情景项目课程应用

当前高等教育建筑学科教学改革已成为建筑教育界关注的焦点,需要解决的问题依然是从注重理论传授到职业化实践的转变途径问题。这也反映出当代建筑教育中固化的课堂教学模式与社会发展期望建筑师具备多元化素质之间的矛盾,即未来的建筑师除了需要思考建筑本体还要考虑更多的社会问题。文章通过对建筑教育职业化与适应性的研究,对有关"情景项目课程(Live project)"在英国建筑教育中的应用与成果作了介绍,探讨建筑教育与建筑师职业规划之间新的教育价值观。     

Inside looking out: a framework for discussing the question of architectural design doctorates

This text proposes a framework for provoking and sustaining a debate on the question of architectural design doctorates. Through a series of aphorisms it argues that the formal structure of architectural research should be defined by architects according to disciplinary specificity.

1. Architectural design is to architecture what research is to science.
2. The recognition of architectural design as research is more a problem of academic and social legitimisation than an epistemological one.
3. The process of architectural design is close to the process of knowledge creation in the sciences.
4. Architectural design is a process that incorporates and reconstructs knowledge.
5. The doctorate is a link in the chain of professional training of scientists as researchers and of architects as designers.
6. The ArchD is an opportunity to improve the practice of architecture.
7. The ArchD is an exploration of architectural design, the main tool of architects.
8. The Interface ArchD connects architectural design to theories and practices, to other forms of design and to other types of knowledge.
9. The Didactic ArchD contributes to the training of design professors, to the conversion of design knowledge into educational content and to innovation in learning environments in architecture.
10. The Self-reflective ArchD questions real or simulated practice, or proposes visionary designs.
11. There is no axiological difference between architectural design and scientific research.

     

Drawing research

To understand research as new to architectural design is to ignore the history of the architect. Research—as the drawing forth of ideas—has been fundamental to the practice of the architect since the Italian Renaissance. The term ‘design’ comes from the Italian disegno, meaning drawing, suggesting both the drawing of a line on paper and the drawing forth of an idea. Disegno enabled architecture, painting and sculpture—the three visual arts—to be recognised as liberal arts concerned with ideas, a position they had very rarely been accorded previously. Alongside the traditional practice of building, architects acquired two new means to practise architecture—drawing and writing—as important as building. Since the Italian Renaissance, independently or together, drawing, writing and building have all been examples of architectural research and means to develop architectural design and the architectural discipline.     

FOUR EARLY WOMEN ARCHITECTS IN VICTORIA

Historical discourse on the careers of women architects and their contribution to architecture is often conceived within a conventional and traditional structure where their achievements are matched to those of male practitioners discussed in mainstream architectural histories. This constrains the discussion of women architects and their contributions to architecture. Biographies of the four earliest women architects in Victoria are presented here: each woman has a different background and a different career; and none are conventionally successful in architecture. However, their experiences highlight a breadth and diversity in architectural practice, illustrating the difficulties in placing non-conventional contributions within history and challenging the traditional conception of success in architecture.     

Morality and Architecture

In the 1870s and 1880s, when the establishment of schools of architecture in the United States was in its infancy, one of the main methods of architectural education for builders, carpenters and others who wished to advance in the field was to study the many books on architecture being published after the Civil War. Even professional architects had frequent recourse to books (and also periodicals) for design ideas, theory and contemporary issues.     

关于建构教学的思考与尝试

面对当今中国建筑发展过程中遇到的诸多问题，以建构理论的视角对其进行反思是非常有意义的。建筑教育作为影响建筑师实践和思想的重要起始阶段，应顺应建筑自身发展的规律，不断更新观念，并将这种观念和思考付诸于教学实践。从建构的角度研究建造的本质问题，为我们的教学提供了新的思路、新的方法。     

Complexities of practicing architectural regionalism in India: An interview study

This paper presents the results and analysis from an interview study conducted with practitioners of architectural regionalism in India. The interviews sought to gain in-depth understanding of the strategies, mechanisms, and tools they employ to realize contextualized architecture that responds to local needs and potential. A sample composed of nine eminent Indian architects who regularly integrate the ideas of critical regionalism in their designs is selected and subsequently interviewed with regard to the varied aspects of their architectural practice. Findings are useful for practitioners and scholars of contemporary architecture in India for understanding the means employed by leading regionalist architects, while placing their work in the context of local building traditions, urban landscape, sociocultural conditions, technology, and climate.     

以研究为导向的建筑教育

不断细分的专业和分工、创新性的概念和新技术的流入、方兴未艾的全球化和互联网,这一切都已经改变了建筑实践,并且决定了建筑教育必须改革.欧盟同意彻底改革教育界,以便师生们在院校和国家之间流动.所有的普通课程都围绕学士/硕士模式来设立:3年制的学士、2年制的硕士,以及最后阶段3年制的博士课程.这个架构,为在本科阶段加强设计的科学性,以及在硕士阶段把研究和教学相结合的提供了可能性.在博士阶段,众多学校则能安排研究课程,来探索建筑学和建筑设计作为一门科学的可能性.     

重构建筑学的技术精神——建造实验教学模式探讨

对建造的研究已经成为当今建筑学和建筑教育发展的重要方向之一。对比国内外相关院校建筑技术课程设置及开设方式,分析建造实验在教学目标、方式、实施、组织评价等方面的特点,针对国内建筑教育中建筑技术与设计教学长期分离的弊病,提出设计结合建造的教学设想,通过建造来推动和激发设计,培养专业素质,重构建筑学的技术精神。     

职业教育背景下的建筑学专业教学研究

我国建筑学教育体系中未能明确职业化的具体要求,建筑教育与建筑师职业素质培养之间存在脱节,课程体系中的职业化教育也存在较多缺失,难以满足建筑设计行业发展对建筑师基础阶段教育的要求。本文从职业建筑师应具备的基本素质和职业素养入手,从建筑学专业的职业教育背景出发,以实践创新能力的培养、人文艺术思维的启迪、社会职责理念的树立等方面为侧重点,对职业教育背景下的建筑学专业教学进行研究。     

Drawing research

To understand research as new to architectural design is to ignore the history of the architect. Research—as the drawing forth of ideas—has been fundamental to the practice of the architect since the Italian Renaissance. The term 'design' comes from the Italian disegno, meaning drawing, suggesting both the drawing of a line on paper and the drawing forth of an idea. Disegno enabled architecture, painting and sculpture—the three visual arts—to be recognised as liberal arts concerned with ideas, a position they had very rarely been accorded previously. Alongside the traditional practice of building, architects acquired two new means to practise architecture—drawing and writing—as important as building. Since the Italian Renaissance, independently or together, drawing, writing and building have all been examples of architectural research and means to develop architectural design and the architectural discipline.     

Architect Robert Fan Wenzhao and the design of Chung Chi campus

In about 1949, there was a large-scale migration of architects from the mainland to Hong Kong, China. Among them were those important figures in the modern Chinese architectural history such as Robert Fan, Su Gin-Djih, and Chu Pin. Their arrival at this colony had changed its architectural practice substantially from professional organization to actually built environment. Their unique contributions to Hong Kong’s modern architecture have been a new research interest in recent years. This paper tells a story about Robert Fan and his design of the Chung Chi College campus in the 1950s with an intention to reveal the multiaspects of the so called “migrant architects” through a single architectural event. The author tries to capture the intertwining relationship between the migrant architects and educators through the reconstruction of the recruitment process for a campus architect by Chung Chi College and to identify Mr. Robert Fan’s concept of campus planning with reference to his early design experience in the mainland of China.     

拥抱传统——当下对建筑传统的再思考

在全球建筑融通的时代背景下,认识传统、理解传统、发扬传统是当下建筑师努力实践的方向,但多数建筑师对传统、文脉的理解与认识是片段的、破碎的。本文试图对建筑传统、建筑文脉、建筑民族性话题再思考,引起重视以便在建筑创作中得以延续与发展。     

建筑学与语言的三种结合方式、历史溯源与理论分析

语言是建筑学研究和建筑设计中广泛用到的一个概念，不同的建筑学学术讨论中的“语言”有着不同的涵义，近年来国内建筑学界对语言的使用频繁，但关大多还是停留在语言概念的表面，对语言本质和语言学的借鉴尚显不足。旨在从历史文献研究出发，梳理建筑学理论历史中与语言结合的不同方式，并对此进行批判性的分析，以汲取语言这一学术领域对建筑学研究的借鉴价值。基于不同研究对语言认识的差异，将语言—建筑学研究分为三类：语言在其中分别作为一种类比对象、一套规则和一种结构系统，据此分别向语言学作了溯源与理论性分析。对语言—建筑学的理论体系进行了总结性梳理，重新讨论了语言之于建筑研究的意义，立足当下提出了交叉融合的借鉴思路。