Assessment, didactics, and architecture education: a hermeneutics experience
Architecture in the contemporary world has been vigorously debated concerning its sense and application from the educational field, in which induction as a tradition faces the cognitive approach in search of the improvement of curriculum. Architecture as an expression of human existence is thought o...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2014
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2992 |
| _version_ | 1802223961495306240 |
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| author | Ocampo Hurtado, Juan Gabriel |
| author_facet | Ocampo Hurtado, Juan Gabriel |
| author_sort | Ocampo Hurtado, Juan Gabriel |
| collection | OJS |
| description | Architecture in the contemporary world has been vigorously debated concerning its sense and application from the educational field, in which induction as a tradition faces the cognitive approach in search of the improvement of curriculum. Architecture as an expression of human existence is thought of as a phenomenon susceptible to be felt, perceived, and analyzed making use of students’ inference. On this basis, it is argued the importance of assessing what has been learnt and valuing what has not. Hermeneutics as a way of interpretation was offered to students that participated in this research in order to try out Max Van Manen’s methodological proposal, known as hermeneutical phenomenology. As a part of the results, a methodology applicable to the learning of architecture is proposed. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2992 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2014 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-29922019-02-26T14:53:22Z Assessment, didactics, and architecture education: a hermeneutics experience Evaluación, didáctica y enseñanza de la arquitectura: una experiencia hermenéutica Évaluation, didactique et enseignement de l’architecture: une expérience herméneutique Avaliação, didática e ensino da arquitetura: una experiência hermenêutica Ocampo Hurtado, Juan Gabriel perception architecture assessment cognition learning. percepción arquitectura evaluación cognición aprendizaje. perception architecture évaluation cognition apprentissage percepção arquitetura avaliação cognição aprendizagem. Architecture in the contemporary world has been vigorously debated concerning its sense and application from the educational field, in which induction as a tradition faces the cognitive approach in search of the improvement of curriculum. Architecture as an expression of human existence is thought of as a phenomenon susceptible to be felt, perceived, and analyzed making use of students’ inference. On this basis, it is argued the importance of assessing what has been learnt and valuing what has not. Hermeneutics as a way of interpretation was offered to students that participated in this research in order to try out Max Van Manen’s methodological proposal, known as hermeneutical phenomenology. As a part of the results, a methodology applicable to the learning of architecture is proposed. La arquitectura en el mundo contemporáneo pasa por fuertes debates respecto a su sentido y su aplicación desde el ámbito pedagógico, donde la inducción como tradición se enfrenta al enfoque cognitivo en búsqueda del mejoramiento curricular. La arquitectura como expresión de la existencia humana se plantea como fenómeno susceptible de ser sentido, percibido y analizado a partir de la inferencia del estudiante. A partir de lo anterior se plantea la importancia de evaluar lo aprendido y valorar lo no aprendido. La hermenéutica como medio de interpretación se ofrece a los estudiantes que formaron parte de esta investigación para experimentar la propuesta metodológica de Max Van Manen denominada fenomenología hermenéutica. Como parte de los resultados se propone una metodología aplicable al aprendizaje de la arquitectura. L’architecture dans le monde contemporain passe par de grands débats en ce qui concerne son sens et son application depuis le domaine pédagogique, où l’induction en tant que tradition s’affronte à la perspective cognitive recherchant l’amélioration du programme. L’architecture en tant qu’expression de l’existence humaine s’envisage comme un phénomène susceptible d’être senti, perçu et analysé à partir de l’inférence de l’étudiant. Partant de ce qui précède l’on envisage l’importance d’évaluer ce qui est appris et de valoriser ce qui n’est pas appris. L’herméneutique en tant que moyen d’interprétation s’offre aux étudiants qui ont fait partie de cette recherche pour leur permettre d’expérimenter la proposition méthodologique de Max Van Manen appelée phénoménologie herméneutique. Dans le cadre des résultats, une méthodologie applicable à l’apprentissage de l’architecture est proposée. A arquitetura no mundo contemporâneo perpassa fortes debates respeito a seu sentido e a sua aplicação desde o âmbito pedagógico, onde a indução como tradição se enfrenta ao enfoque cognitivo em procura do melhoramento curricular. A arquitetura como expressão da existência humana se explana como fenômeno suscetível de ser sentido, percebido e analisado a partir da inferência do aluno. Daquilo se comenta a importância de avaliar o aprendido e valorar o não aprendido. A hermenêutica como médio de interpretação se oferece aos alunos que formaram parte desta pesquisa para experimentar a proposta metodológica de Max Van Manen nomeada fenomenologia hermenêutica. Como parte dos resultados se propõe uma metodologia aplicável à aprendizagem da arquitetura. Universidad Pedagógica y Tecnológica de Colombia 2014-01-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2992 10.19053/22160159.2992 Praxis & Saber; Vol. 5 No. 9 (2014): Didáctica, Formación y Evaluación; 31 - 52 Praxis & Saber; Vol. 5 Núm. 9 (2014): Didáctica, Formación y Evaluación; 31 - 52 Praxis & Saber; Vol. 5 No 9 (2014): Didáctica, Formación y Evaluación; 31 - 52 Praxis & Saber; V. 5 N. 9 (2014): Didáctica, Formación y Evaluación; 31 - 52 Praxis & Saber; v. 5 n. 9 (2014): Didáctica, Formación y Evaluación; 31 - 52 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2992/2723 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2992/6317 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2992/html |
| spellingShingle | perception architecture assessment cognition learning. percepción arquitectura evaluación cognición aprendizaje. perception architecture évaluation cognition apprentissage percepção arquitetura avaliação cognição aprendizagem. Ocampo Hurtado, Juan Gabriel Assessment, didactics, and architecture education: a hermeneutics experience |
| title | Assessment, didactics, and architecture education: a hermeneutics experience |
| title_alt | Evaluación, didáctica y enseñanza de la arquitectura: una experiencia hermenéutica Évaluation, didactique et enseignement de l’architecture: une expérience herméneutique Avaliação, didática e ensino da arquitetura: una experiência hermenêutica |
| title_full | Assessment, didactics, and architecture education: a hermeneutics experience |
| title_fullStr | Assessment, didactics, and architecture education: a hermeneutics experience |
| title_full_unstemmed | Assessment, didactics, and architecture education: a hermeneutics experience |
| title_short | Assessment, didactics, and architecture education: a hermeneutics experience |
| title_sort | assessment didactics and architecture education a hermeneutics experience |
| topic | perception architecture assessment cognition learning. percepción arquitectura evaluación cognición aprendizaje. perception architecture évaluation cognition apprentissage percepção arquitetura avaliação cognição aprendizagem. |
| topic_facet | perception architecture assessment cognition learning. percepción arquitectura evaluación cognición aprendizaje. perception architecture évaluation cognition apprentissage percepção arquitetura avaliação cognição aprendizagem. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2992 |
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