Landscapes of architectural education -architecture, knowledge and existential wisdom (2/2)
The very essence of learning also in any creative field is embedded more in the student’s sense of self and his/ her image of the world than in information and facts. The promoters of a professionalist education seem to entirely dismiss this essential mental and existential perspective. This area of...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/377510 |
| Acceso en línea: | https://hdl.handle.net/2117/377510 https://dx.doi.org/10.5821/palimpsesto.24.11898 |
| Access Level: | acceso abierto |
| Palabra clave: | Architecture -- Study and teaching (Higher) Architecture Education Knowledge Wisdom Learning Arquitectura -- Ensenyament universitari Àrees temàtiques de la UPC::Arquitectura Àrees temàtiques de la UPC::Ensenyament i aprenentatge |
| Sumario: | The very essence of learning also in any creative field is embedded more in the student’s sense of self and his/ her image of the world than in information and facts. The promoters of a professionalist education seem to entirely dismiss this essential mental and existential perspective. This area of learning can appropriately be called personal growth. Education and learning in any creative field has to aim at the student’s individual and unique self, and the content of education is bound to be more existential than factual, related more with experiences and values than information. |
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