Pregled bibliografske jedinice broj: 1261900
Knowledge production at the borderline territory: Phenomenology of a transformative encounter
Knowledge production at the borderline territory: Phenomenology of a transformative encounter // The Hidden School Papers. EAAE Annual Conference Zagreb 2019 - Proceedings / Roth-Čerina, Mia ; Cavallo, Roberto (ur.).
Zagreb, Hrvatska: European Association for Architectural Education, Belgium ; Faculty of Architecture, University of Zagreb, Croatia, 2020. str. 350-367 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1261900 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Knowledge production at the borderline territory:
Phenomenology of a transformative encounter
Autori
Prpić, Lovorka
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
The Hidden School Papers. EAAE Annual Conference Zagreb 2019 - Proceedings
/ Roth-Čerina, Mia ; Cavallo, Roberto - : European Association for Architectural Education, Belgium ; Faculty of Architecture, University of Zagreb, Croatia, 2020, 350-367
ISBN
978-90-8312-710-1
Skup
EAAE Annual Conference 2019 'The Hidden School'
Mjesto i datum
Zagreb, Hrvatska, 28.08.2019. - 31.08.2019
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
border ; transition ; phenomenology ; relation ; inside-outside
Sažetak
Learning is a life‑long process of growth and transformation through personal experience. Learning, like creation, takes place in relation. Life happens in the interval of matter. In the magnetic field of an active void — the space‑time interval of change — a new form of life is created. Intention is to explore the incentive for knowledge production dynamics in the education of architects through a lens of relational phenomena. The key stimulus for production of knowledge is a transformative encounter with the dissimilar ‘Other’. The process of learning architecture is examined through the phenomenology of perception as the epistemologically most suitable apparatus. Experience of the inside‑outside relation in spatial perception of architecture is compared with the one in psychoanalytical dynamics. Winnicott’s seminal concept of ‘transitional space’ is juxtaposed with a dynamic experience of transgressing porous architectural boundaries — both being analogs of the learning process.
Izvorni jezik
Engleski
Znanstvena područja
Arhitektura i urbanizam, Pedagogija, Filozofija, Likovne umjetnosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
