建筑学外文文献.docxVIP

Walking on a thin line—between passive knowledge and active knowing of components and concepts in architectural design Ann Heylighen and Herman Neuckermans, Department of Architecture, Urban Design and Planning, K.U. Leuven, Arenbergkasteel, B-3001 Heverlee, Belgium Jan E. Bouwen, Department of Applied Economical Sciences, Organisation and Personnel Management, K.U. Leuven, Naamsestraat 69, B-3000 Leuven, Belgium This study explores concept generation in architectural design from a knowledge point of view. First, it considers different kinds of knowledge/ways of knowing underlying the generation of a meaningful concept, resulting in a framework which distinguishes between passive knowledge and active knowing of components and concepts. Second, this theoretical framework is used in an experiment aiming to explore the development of concept generation in the design studio. Focus of attention is how the interaction within the studio helps the student to develop a meaningful concept. Important roles are here reserved for the studio teacher, and the instruments and language used within the interaction. ? 1999 Elsevier Science Ltd. All rights reserved Keywords: architectural design, conceptual design, design education, design knowledge Many architects and most architectural students today seem to consider the ‘concept’ as the essence of architectural design. M At one time formal considerations determined architecture, later functional ones. Nowadays, a building is appreciated because of its con- cept, its meaning, its underlying and integrating idea, which gives it an added value with regard to the commonplace. Yet, although it seems so essential to architectural competence, relatively little has been done to understand how—and even whether—concept generation is being developed and nurtured in architectural design education. The present study tries to shed more light on this issue from a knowledge point of view. This perspective allows us to split up the question about