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2019, vol. 11, br. 3, str. 553-570
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Smrt estetike u arhitektonskom obrazovanju? Mogućnosti savremene pedagogije
The death of aesthetics in architectural education? Possibilities for contemporary pedagogy
Sažetak
Značaj estetike u arhitekturi ima dugu istoriju. Iako pojam nije bio prisutan u pisanim traktatima pre 1735. godine i Baumgartena (Alexander Gottlieb Baumgarten), mesto estetike se može prepoznati kroz arhitektonsku teoriju i filozofiju još od vremena Vitruvija. Razvijanje estetskog senzibiliteta smatrano je ključnim za arhitektu, a proučavanje arhitekture shvaćeno je kroz tri Vitruvijeva koncepta (utlitas, firmitas, venustas) od kojih je venustas direktno povezan sa estetikom. Ovaj rad je odgovor na aktuelne diskusije izmedju arhitekata, arhitektonskih pedagoga i studenata arhitekture o ulozi estetike u arhitektonskom obrazovanju i stručnoj praksi danas. Prvobitno je inspirisan pitanjima postavljenim na godišnjim konferencijama SAH u 2017. i 2018. godini, o ulozi arhitektonske istorije u arhitektonskom projektovanju i praksi danas, a u vezi sa tim, i pitanjima o mestu estetike u arhitektonskom obrazovanju. Ovaj rad daje detaljan pregled ključnih pedagoških intervencija napravljenih u jednom programu studija arhitekture, koje mogu biti od koristi edukatorima zainteresovanim da održe mesto estetike u savremenom arhitektonskom obrazovanju. To sugeriše da estetika može i dalje da ima ključnu ulogu u arhitektonskom kurikulumu, fokusirajući sa na rešavanje projektantskih problema i istovremeno odgovarajući na savremene obrazovne zahteve za akreditaciju.
Abstract
The importance of aesthetics within architecture has a long history. Although evidence suggests that the term was not brought into architectural writing until 17351 , the place of aesthetics can be identified across architectural theory and philosophy since the time of Vitruvius. Developing an aesthetic sensibility was seen as crucial for an architect and the study of architecture was understood through the three Vitruvian lenses (utlitas, firmitas, venustas) one of which, venustas, is directly associated with aesthetics. This paper responds to the current and ongoing discussions between architects, architectural educators and architectural students on the role of aesthetics in architectural education and professional practice today. It was initially inspired by questions raised at the 2017 and 2018 annual conferences of the Society of Architectural Historians (SAH 2017 and 2018) about the role of architectural history in architectural design and practice today, and in line with this, questions about place of aesthetics in architectural education. This paper considers the place of aesthetics in architectural education and provides a detailed overview of the key pedagogical interventions undertaken in one architectural studies programme which might serve as a guide for educators interested in maintaining the place of aesthetics in contemporary architectural education. It suggests that aesthetics can continue to play a key role in the architectural curriculum whilst a focus on design problem-solving and achieving the contemporary educational requirements of accreditation is maintained.
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