We will publish the book" Nikos Salingaros theory of the unified architecture , in a series of installments, making it digitally, freely available to students and architects from around the world. the next chapter writing Salingaros and Kenneth G. Masden II delves deeper within the current architectural philosophies, including "critical regionalism" and justifies the creation of Design Intelligence based. If you missed them, be sure to read the previous installments here .
As the architects of tomorrow, today's students have come to understand the role and responsibility of their profession as something intrinsically linked to the human existence and experience. A new educational system proposed offers a direct way to design adaptive environments, in response to the growing needs of the market (customer request). Nevertheless, most architectural institutions continue to spread a curriculum model that supported a method based on image and its particular ideology for decades. We can trace this support to the movements of the early twentieth century anti-traditional. The reform is impossible without addressing long forgotten the ideological roots of the system.
compulsion human evolutionary forces to establish a system of relations between the physical body and the mental perception of the human mind, that allow us to discover the world and our existence. These relationships give us our sense of well-being, our sense of belonging, and our strong sense of who we are. Through physical and visual appearance of human perception, the body managed first interactions between humanity and the world.
Evolution has developed a neurological structure in man by which they could negotiate the immediate conditions of their lives. Through the information fields around information - integrated physical and visual structure in the natural world - humans evolved to successfully build objects for life. These designs range from jewelry, furniture, buildings, and ultimately to the cities.
As the human mind continued to grow thanks to the impulse of emotion, there was a time when humans were able to produce ideas and abstract thoughts apart from the physical reality that confronted them on a daily basis. The schism between the natures subject / object of perception enables the production of an alternative reality. This mental capacity was the protagonist of human thought and research for millennia - leading to some of the greatest achievements of the human mind - at other times it has led humanity to the biggest atrocities imaginable. During the last century, architecture - such as the formation of a world outside of our body - was shipped by contemporary doctrine to intellectual creations of a purely subjective mind.
The information fields that surround us are more important than ever, given the dependence of students on learning based on the image. Supplanting natural information by intellectual abstraction effectively eliminates the essential information content necessary for human engagement with the outside world, replacing it with white walls.
Throughout the twentieth century, one of the major situational constructions that allowed the architects to substitute images for what is real is their ability to use the written word to subsidize their informationally poor structures. Thus began a long history of political and polemical texts operating as a philosophical substitute for integrated knowledge, which was now lost the built world.
"Critical Regionalism" and intellectual submission
Critical theory had its most insidious effect on architecture with the spread of the doctrine known as "critical regionalism". The proponents of this ideology contradictory claim that the tradition and vernacular culture died, and now the regional architecture should adapt to the modernist uniformity. They claim that the models and practices from which the identity of a region is derived are mere "nostalgia", and recommend instead the abstract aesthetics of international modernism. Any architectural expression other than those that are possible within the restricted modernist aesthetic is dismissed.
avowed intention These writers is to create forms that are not part of the vernacular language of forms. What are the results of this schizophrenic approach is the regional architecture in all directions, but a set of self-referential objects detached from their cultural roots, created and manipulated without regard to their regional context. (We see time to time an attempt to specific climate adaptation to the site, but nothing more).
The teachers therefore use purely ideological arguments to validate a restricted set of design styles for students. It's as bad as it is supported. It is only a means to further support a religious ideology that has dominated education in architecture for decades. The point is that good architecture and urbanism have nothing to do with political beliefs. Worst of all, teachers apply the techniques learned political ideologues to coerce students and other scholars in intellectual submission. Such forms of censorship are typical of a system that considers itself above all others. It gives the power to re-frame the world view of each member. Whenever evidence is ignored, and is substituted by the irrational, which creates dogma. This erroneous teaching style has become firmly established in the current system.
Philosophy informs the architecture
The common justification to study philosophy is that architecture and urban planning are closely linked to social phenomena, so that philosophy prepares a student to deal with architectural problems. This explanation is a subterfuge, though, functioning more as a way to avoid teaching architecture directly to students. The modern method of teaching, in which all useful knowledge derived is thrown into the tabula rasa approach, can not admit openly that the architectural and urban knowledge ever. If it did, then somebody should explain how more than 00 years of knowledge were lost, rejected or ignored for 70-year reign of the modernists. By diverting architecture students to philosophical authors carefully selected, this action easily covers deliberate refusal to all genuine architectural theory, newly derived or historically relevant.
Much of what is happening now "architectural theory" is therefore just over doctrine. It conditions the students to have absolute faith in a body of beliefs established in the absence of real-world criteria. These beliefs set up the vision of the student's world as shaped by the dynamics of group membership: a cognitive filter that folds the information to adapt, and reject information that does not match.
Architectural education is to clearly separate future architecture of the policy, and also distinct architecture of the philosophy of self-referential. Only teachers can train their students to do. Teachers and students can achieve this clarity of thought only after they understand the true theoretical basis of architecture, expressed in purely architectural terms. Schools have the responsibility to teach a truly architectural basis for the design.
architecture students should eventually study philosophy, but that is productive once they have formed a basis of what is actually happening in architecture. And they study philosophy must be positive and humanist. Many philosophers throughout history underscore the need for humans to connect to the universe, but the architects almost never study these authors.
What we propose as Intelligence-Based Design has deep philosophical foundations. the humanly-adaptive architecture and urban planning stem from a respect of the highest significance of humanity in an infinite universe. There is a large body of philosophical work connecting humanity with both nature and the sublime. In his four volume treatise The nature of the order (01-05), Christopher Alexander establishes a real philosophical basis for adaptive architecture.
A humanist basis
philosophers whose writings are essential for the survival of humanity trying to understand otherwise enigmatic human actions outside of a strictly scientific framework. They help us to define good and evil in human activities. This historical notion of "morality" comes through the traditional treatises on philosophy worldwide. Many contemporary philosophers celebrate life and the sanctity of humanity.
traditional religious texts are based on morality stories that help humanity to see beyond the limitations of existing human beings like animals or purely subjective beings. But none of this is already incorporated into architectural education today - which always turns the same specific handful of philosophers (Western), relying on them to justify "architecture for the love of architecture ". Judging by the inhumane way forms are, the ideology of conduct is purely nihilistic, even if it serves global capital.
The separation between nihilism and humanism is total and uncompromising, however. We have to choose very carefully as philosophers, and whose texts offer students for their reading assignments. A school can not abrogate its responsibility in teaching architecture as a set of selfish beliefs.
Order the international edition of theory of the unified architecture here and US edition here .
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