Abstract
Site analysis is one of the foundational skill sets that both architecture students and practitioners engage in. Analytical thinking in design education originates from Cartesian tenets entering architectural design in the 19th-century Beaux-Arts. During that same period, colonial governments sent anthropologists to survey colonies’ built environments worldwide. Thus, two distinct academic directions dealt with the site: the architectural-Cartesian-Analytic school of thought and the anthropological-colonial-ethnographic school of thought. Echoing Foucault’s call to engage in knowledge archaeology, the contemporary universal challenge for architectural educational practices to cultivate sustainable built environments invites the inquiry into the context and legacy of both schools of thought and tracing their influence in the present. This paper engages in the above investigation and propose a counter-methodology to site analysis found in design fieldwork. Introducing the binaries of site-field and analysis-work the proposal speculates on an embodied and relational pedagogy for disciplines that are concerned with the built environment.
Presenters
Anastasia GkoliomytiLecturer in Architecture, Michael Graves College, School of Public Architecture, Wenzhou-Kean University, Zhejiang, China
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Architecture, Design, Fieldwork, Ethnography, Site, Analysis, Pedagogy, Education, Built, Environment
