268 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy
means – particular architectural case that confirms certain general value. The way
things set the question of balance stays open, but in understanding changes that
technological progress brings, the thing that is opposed by its genesis technically
helps the most. This refers to the analysis of relation between real and analogue vs.
virtual and digital. In designing process both exist as a proof of their opposites.
Only when formally defined things obtain their autonomous value (Focillon, Vie des
formes). Along that line, furthermore, form stops being only what it had been up to
each moment of discussion, leaving us the problem to accept, or not, that it is still
simply about its life.
Naturalness
The nature of technology is manifested in problem solving, not in its understanding.
On the contrary, design could be understood as a process of not only problem-solving
but also problem-making. Particularly in architectural education, both can be equally
valued. Since architecture that is of our interest does not exist beyond life, even more
in the (past and) future than present, certain lies may be considered as predefined
for designing. A game or a simulation of real environment in education as well as in
design and its potential in methodological de-fragmentation, should bare possibili-
ties for new combinations. Perhaps the most important role of modern technology
is the one it has in the phase of design learning. The possibility to borrow a part of
technique and overcome the situations when lack of skills is disproportioned with a
clear capability to conceptualize architecture.
Image 1
Single family housing. Design Studio 1. Marko Marovic