In the most basic definition, the activity that a concrete object forms in the human mind is defi... more In the most basic definition, the activity that a concrete object forms in the human mind is defined as a ‘perception,’ whereas the activity that an abstract object forms in the human mind is defined as a ‘thought.’ While the perception is both a problem of intuition and cognition, the thought may be accepted as only a problem of cognition and comprises all mental incidents directed to the knowledge. ‘This entirety includes all the facts of consciousness like perception, sensation, comprehension, requisition, contemplation, and visualization.’ [1]. To enable thought, perception has to be realized first. From this point of view, the thought –from the perspective of the empiricists– is regarded as relevant to the experience.
When the perception and thinking activities are entreated specific to the Space Design Education, it may be accepted the First Grade (basic) studio is based on perception focused studies. Various studies based on being able to query and discuss the parameters that built the space and the space perception, in fact, aim to make the student gain awareness related to the outer world and her/his inner world, not to teach something she/he doesn’t know. “Getting her/him to query the principles based on the images that the sensory experience reveals in consciousness” [2] will also be the prerequisite to enable the student to develop a ‘new language’ and communicate through this language.
As the student’s experience in solving a design problem and know-how related to the field increase, the design language that is expected to evolve in her/him will become more competent, and the thoughts expressed with this language will start to deepen. By this competence, the thought can turn on itself, making it possible to generate information about its actions [3]. The student will be able to produce –a double layered– thought based on her/his thought which is the source of her/his actions only when she/he can transform her/his objects of sensation to the objects of thought.
This study aims to present the design knowledge produced by a student in the First Grade Design Studio at 2018-2019 Academic Year in the Undergraduate Program of TOBB ETU, Department of Interior Architecture and Environment Design, and the design thought by the same student in the same context as a result of two-year experience. Both projects to be identified by associating each other are based on the same inductive method and the traceability of the process has been the basis in both of them. Here, the first action is concluded as the construction of a ‘space’ and the second action is concluded as the construction of a ‘text.’ In this context, with the first study it was intended the student generate thought, and with the second study, it was intended the student can capture a outlook in her/his mind by generating the thought of her/his thought.
In the most basic definition, the activity that a concrete object forms in the human mind is defi... more In the most basic definition, the activity that a concrete object forms in the human mind is defined as a ‘perception,’ whereas the activity that an abstract object forms in the human mind is defined as a ‘thought.’ While the perception is both a problem of intuition and cognition, the thought may be accepted as only a problem of cognition and comprises all mental incidents directed to the knowledge. ‘This entirety includes all the facts of consciousness like perception, sensation, comprehension, requisition, contemplation, and visualization.’ [1]. To enable thought, perception has to be realized first. From this point of view, the thought –from the perspective of the empiricists– is regarded as relevant to the experience.
When the perception and thinking activities are entreated specific to the Space Design Education, it may be accepted the First Grade (basic) studio is based on perception focused studies. Various studies based on being able to query and discuss the parameters that built the space and the space perception, in fact, aim to make the student gain awareness related to the outer world and her/his inner world, not to teach something she/he doesn’t know. “Getting her/him to query the principles based on the images that the sensory experience reveals in consciousness” [2] will also be the prerequisite to enable the student to develop a ‘new language’ and communicate through this language.
As the student’s experience in solving a design problem and know-how related to the field increase, the design language that is expected to evolve in her/him will become more competent, and the thoughts expressed with this language will start to deepen. By this competence, the thought can turn on itself, making it possible to generate information about its actions [3]. The student will be able to produce –a double layered– thought based on her/his thought which is the source of her/his actions only when she/he can transform her/his objects of sensation to the objects of thought.
This study aims to present the design knowledge produced by a student in the First Grade Design Studio at 2018-2019 Academic Year in the Undergraduate Program of TOBB ETU, Department of Interior Architecture and Environment Design, and the design thought by the same student in the same context as a result of two-year experience. Both projects to be identified by associating each other are based on the same inductive method and the traceability of the process has been the basis in both of them. Here, the first action is concluded as the construction of a ‘space’ and the second action is concluded as the construction of a ‘text.’ In this context, with the first study it was intended the student generate thought, and with the second study, it was intended the student can capture a outlook in her/his mind by generating the thought of her/his thought.
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When the perception and thinking activities are entreated specific to the Space Design Education, it may be accepted the First Grade (basic) studio is based on perception focused studies. Various studies based on being able to query and discuss the parameters that built the space and the space perception, in fact, aim to make the student gain awareness related to the outer world and her/his inner world, not to teach something she/he doesn’t know. “Getting her/him to query the principles based on the images that the sensory experience reveals in consciousness” [2] will also be the prerequisite to enable the student to develop a ‘new language’ and communicate through this language.
As the student’s experience in solving a design problem and know-how related to the field increase, the design language that is expected to evolve in her/him will become more competent, and the thoughts expressed with this language will start to deepen. By this competence, the thought can turn on itself, making it possible to generate information about its actions [3]. The student will be able to produce –a double layered– thought based on her/his thought which is the source of her/his actions only when she/he can transform her/his objects of sensation to the objects of thought.
This study aims to present the design knowledge produced by a student in the First Grade Design Studio at 2018-2019 Academic Year in the Undergraduate Program of TOBB ETU, Department of Interior Architecture and Environment Design, and the design thought by the same student in the same context as a result of two-year experience. Both projects to be identified by associating each other are based on the same inductive method and the traceability of the process has been the basis in both of them. Here, the first action is concluded as the construction of a ‘space’ and the second action is concluded as the construction of a ‘text.’ In this context, with the first study it was intended the student generate thought, and with the second study, it was intended the student can capture a outlook in her/his mind by generating the thought of her/his thought.
When the perception and thinking activities are entreated specific to the Space Design Education, it may be accepted the First Grade (basic) studio is based on perception focused studies. Various studies based on being able to query and discuss the parameters that built the space and the space perception, in fact, aim to make the student gain awareness related to the outer world and her/his inner world, not to teach something she/he doesn’t know. “Getting her/him to query the principles based on the images that the sensory experience reveals in consciousness” [2] will also be the prerequisite to enable the student to develop a ‘new language’ and communicate through this language.
As the student’s experience in solving a design problem and know-how related to the field increase, the design language that is expected to evolve in her/him will become more competent, and the thoughts expressed with this language will start to deepen. By this competence, the thought can turn on itself, making it possible to generate information about its actions [3]. The student will be able to produce –a double layered– thought based on her/his thought which is the source of her/his actions only when she/he can transform her/his objects of sensation to the objects of thought.
This study aims to present the design knowledge produced by a student in the First Grade Design Studio at 2018-2019 Academic Year in the Undergraduate Program of TOBB ETU, Department of Interior Architecture and Environment Design, and the design thought by the same student in the same context as a result of two-year experience. Both projects to be identified by associating each other are based on the same inductive method and the traceability of the process has been the basis in both of them. Here, the first action is concluded as the construction of a ‘space’ and the second action is concluded as the construction of a ‘text.’ In this context, with the first study it was intended the student generate thought, and with the second study, it was intended the student can capture a outlook in her/his mind by generating the thought of her/his thought.