The “basic education” course expounded in this article takes “conceptual thinking” as the point o... more The “basic education” course expounded in this article takes “conceptual thinking” as the point of departure, and is contrived to enhance creativity in architectural education. It is influenced by two complementary sources: Einstein’s heuristic inquiry and the “changing the aspect” feature of Wittgenstein’s philosophy and especially the distinction he makes between “seeing” and “seeing as”. In the first part of the course randomly chosen visio-spatial concepts and their images on paper illustrated by students are criticized in terms of internal consistency, percept-image-affect relationships. Relationships of percepts and affects are investigated in terms of origin, type and certainty. Syntactic, semantic and aesthetic values of compositions are also criticized during the discussion sessions. In the second part of the course where the thematic studies are targeted, the validity of concepts in relation to the problem at hand is also incorporated into the discussions. As the course progresses the in-built logic of exercises moves towards a synthetic whole and students inadvertently come up with small architectural designs. Aptitude gained from these conceptual/heuristic studies is expected to reflect in students’ success in the following years.
Keywords: creativity, conceptual thinking, visio-spatial concepts, architectural education
The “basic education” course expounded in this article takes “conceptual thinking” as the point o... more The “basic education” course expounded in this article takes “conceptual thinking” as the point of departure, and is contrived to enhance creativity in architectural education. It is influenced by two complementary sources: Einstein’s heuristic inquiry and the “changing the aspect” feature of Wittgenstein’s philosophy and especially the distinction he makes between “seeing” and “seeing as”. In the first part of the course randomly chosen visio-spatial concepts and their images on paper illustrated by students are criticized in terms of internal consistency, percept-image-affect relationships. Relationships of percepts and affects are investigated in terms of origin, type and certainty. Syntactic, semantic and aesthetic values of compositions are also criticized during the discussion sessions. In the second part of the course where the thematic studies are targeted, the validity of concepts in relation to the problem at hand is also incorporated into the discussions. As the course progresses the in-built logic of exercises moves towards a synthetic whole and students inadvertently come up with small architectural designs. Aptitude gained from these conceptual/heuristic studies is expected to reflect in students’ success in the following years.
Keywords: creativity, conceptual thinking, visio-spatial concepts, architectural education
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Keywords: creativity, conceptual thinking, visio-spatial concepts, architectural education
Keywords: creativity, conceptual thinking, visio-spatial concepts, architectural education