Phenomenology of a Transformative Encounter
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DOI:
https://doi.org/10.51588/eaaeacp.73Keywords:
border, transition, phenomenology, relation, inside-outsideAbstract
Learning is a life-long process of growth and transformation through personal experience. Learning, like creation, takes place in relation. Life happens in the interval of matter. In the magnetic field of an active void— the space-time interval of change — a new form of life is created. Intention is to explore the incentive for knowledge production dynamics in the education of architects through a lens of relational phenomena. The key stimulus for production of knowledge is a transformative encounter with the dissimilar ‘Other’. The process of learning architecture is examined through the phenomenology of perception as the epistemologically most suitable apparatus. Experience of the inside-outside relation in spatial perception of architecture is compared with the one in psychoanalytical dynamics. Winnicott’s seminal concept of ‘transitional space’ is juxtaposed with a dynamic experience of transgressing porous architectural boundaries — both being analogs of the learning process.
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Copyright (c) 2020 Lovorka Prpić
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