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Inchoate, an Experiment in Architectural Education Hardcover – 1 Jan 2003
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From the Author
How can teaching proceed within a framework that demands its own subversion? Implying always a beginning, teaching is about initiating excitement. It entails the deployment of pleasure, the build-up of passion, and obsession vis-à-vis a particular field of endeavor. Notwithstanding the optimistic implications of such a claim, teaching inevitably involves a contradictory bias both in favor as well as against the discipline at issue. Whereas teaching is affirmative, it simultaneously introduces a distancing from the very subject matter that it promotes. Teaching architectural design entails a bifurcated sensibility as given by the concurrent recognition and refutation of identifiable disciplinary elements. Extending the tradition of the ETH Grundkurs, initially established by Bernhard Hoesli and further developed by Herbert Kramel, the new introductory architectural design course, considered an experiment in architectural education, pursues a double strategy. Operating within frameworks delimited by convention, the course borrows all the practices and resources of the existing system in order to overturn it.
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