Knowledge Production at the Borderline Territory

Phenomenology of a Transformative Encounter


  • Lovorka Prpić University of Zagreb




border, transition, phenomenology, relation, inside-outside


Learning, like creation, takes place in relation. Life happens in the interval of matter. In the magnetic field — space-time interval of change — a new form of life is created. Intention is to explore the incentive for knowledge production dynamics in education of architects through a lens of relational phenomena. Phenomenology of the inside-outside relation in spatial perception of architecture is compared to the one in psychoanalytical dynamics.

In a culture of interconnectedness and change, architectural education is an experimental process. School-laboratory is an organized transient community of self-reflective individuals engaged within an active discovery-oriented atmosphere. Pedagogical approach is a nonhierarchical dialogue, individualized and emancipatory. Method can foster collaboration and/or induce instability; it sustains conflict, failure, and crisis. Reflective practice stimulates personality development in the process of individuation and actualization of potentials. Transformative encounter is an open process, an exchangeable relationship.

How to Cite

Prpić, L. (2019). Knowledge Production at the Borderline Territory: Phenomenology of a Transformative Encounter. EAAE Annual Conference Proceedings, 144–149.



Author Biography

Lovorka Prpić, University of Zagreb

Graduated from Zagreb Faculty of Architecture, where teaching since 2003. Appointed assistant professor. Attended postgraduate program at Ljubljana Faculty of Architecture. Worked in joint office with M. Bernfest. Awarded at national architectural competitions, nominated for international awards (Mies van der Rohe Award, Piranesi Award), national professional awards. Exhibits internationally. Publishes articles in Oris magazine. Croatian Arch. Association magazine (ČIP) Editorial Board member 2006–08.


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