تبیین مناسبت بین رشد تفکر طراحی با آگاهی پیشا تأملی دانشجویان معماری (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
طراحی پژوهان نشان دادند در مسیر رشد تفکر طراحی دانشجویان معماری رشد آگاهی تأملی به بسط دامنه ی دانش مورد استفاده در طراحی کمک می کند. به نظر می رسد متکی بر فلسفه ادراک بدنمند، بتوان عوامل اثرگذار بر رشد آگاهی تأملی را معرفی کرد. پژوهش حاضر با این هدف و به دنبال پاسخ پرسش های زیر انجام شد: «متکی بر فلسفه ادراک بدنمند عوامل اثرگذار بر رشد آگاهی تأملی دانشجویان معماری چیست؟» «روش تقویت آن ها در آموزش معماری کدام است؟» بدین منظور چارچوب نظری منسجم و مدونی حاصل سال ها پژوهش نگارنده انتخاب شد که مطالب پراکنده و غیرمنسجمی از پژوهش های مختلف گردآوری، سازمان دهی و تدوین شده بود. مبانی نظری پژوهش به عنوان مقدمات استدلال منطقی در دل این چارچوب با مطالعه منابع کتابخانه ای و مکاتبه با دیگر پژوهشگران این حوزه انتخاب شد. روش پژوهش استدلال منطقی است که نتایج این استدلال در بین دانشجویان معماری دانشگاه پیام نور یزد به کار گرفته شد. در مجموع می توان استنتاج کرد رشد آگاهی تأملی دانشجویان متکی به رشد نوعی آگاهی به نام آگاهی پیشاتأملی به مثابه مقدمه ی آگاهی تأملی است. یکی از راه های رشد این آگاهی تقویت توان تجسم معماری دانشجویان است. در این مقاله راهکارهایی جهت تقویت این توان ارائه گردید.To explain the relationship between the growth of design thinking and pre-reflective awareness of architecture students
One of the goals of architectural education is to develop students' design thinking. Design researchers have shown that, in the course of this development, students' reflective awareness is beneficial for expanding the scope of knowledge used in design. Various factors can influence the growth of reflective awareness and, consequently, the development of architectural design knowledge. It seems that some of these factors can also be identified throughthe philosophy of embodied perception of Maurice Merleau-Ponty. This research was conducted with this aim and in search of answers to the research questions: "Which factor(s) influence the growth of reflective awareness in architecture students based on the philosophy of embodied perception?" and "What method strengthen this factor in architectural design education?" This research was carried out based on a coherent and developed theoretical framework. The formulation of this theoretical framework is the result of years of research by the author, which collecteded, organized, and structured scattered materials from various studies. This framework serves as the theoretical foundations of the research, providing the premises for logical reasoning, with the relevant materials collected through library research and correspondence with other researchers in this field. The research method is logical reasoning, the results of which were ultimately tested empirically among architecture students at Payame Noor University, Yazd Center, and the results are also presented. This research showed that in the process of developing architectural design thinking, the growth of students' reflective awareness is dependent on the growth of another type of awareness called pre-reflective awareness, which serves as a precursor to reflective awareness. Strengthening this type of awareness was carried out through enhancing the architectural visualization skills of the studied students, and strategies for strengthening this ability were also provided. In conclusion, it was inferred that the growth of pre-reflective architectural awareness among students is one of the most important factors in the development of design thinking through the expansion of knowledge applied in architectural design. According to most design researchers, the development of students' reflective awareness in architecture is influential for their design thinking. Various factors can affect this developing. But the students' pre-reflective awareness about architecture is one of the most important factors. The reflective awareness plays a role in the accumulation of knowing. The knowledge used in the designing originates from pre-reflective awareness and provides the prerequisites for reflective awareness. This issue needs more research and investigation, which pursued in this article. The current research seeks to answer “what is the most important factor affecting the development of reflective awareness of architecture students? What is the solution for reinforcing this factor in architectural design education? We try to identify the important and preliminary factor affecting the development of students' reflective awareness and its role indesign thinking. The research is based on a coherent theoretical framework. This framework is constructed by the logical arrangement of opinions and theories based on Maurice Merleau-Ponty's phenomenology.
تبلیغات
