The parallel reflection on architecture for education and education for architecture, bringing together two possible variations of their link, shows the radical affinity between the two activities, which can be summarized in the concept of bildung: a self training process. Bildung is fundamental in Gadamer hermeneutic thinking and is central in the «semantic constellation» in which, according Renato Rizzi, to build and to educate, bildung and building, arché e téchne are linked. Education and architecture are exercising of critical thinking and share the individual and collective dimension of the social act, recalled by John Hejduk: instructing in the capacity to build one's own knowledge by locating it inside a critical vision, building architecture as an experience and interpretation of the world. School architecture can be an Architecture School, given that it forces us to recall that every authentic experience of architecture is enlivened by the cognitive tension of learning.

Costruire e/è costruirsi

SCAVUZZO, GIUSEPPINA
2016

Abstract

The parallel reflection on architecture for education and education for architecture, bringing together two possible variations of their link, shows the radical affinity between the two activities, which can be summarized in the concept of bildung: a self training process. Bildung is fundamental in Gadamer hermeneutic thinking and is central in the «semantic constellation» in which, according Renato Rizzi, to build and to educate, bildung and building, arché e téchne are linked. Education and architecture are exercising of critical thinking and share the individual and collective dimension of the social act, recalled by John Hejduk: instructing in the capacity to build one's own knowledge by locating it inside a critical vision, building architecture as an experience and interpretation of the world. School architecture can be an Architecture School, given that it forces us to recall that every authentic experience of architecture is enlivened by the cognitive tension of learning.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11368/2903056
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