Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Fen Bilimleri Enstitüsü, Türkiye
Tezin Onay Tarihi: 2010
Öğrenci: ECE KUMKALE
Danışman: ALİ CENGİZKAN
Özet:The assertion that knowledge of architecture is not an objective canon, but rather the knowledge of its practice, requires an inquiry into its personal dimension, which cannot be articulated completely. The investigations on the inarticulate (tacit) portion of knowledge in Polanyi's works enable an inquiry into the act of comprehension with its cognitive value. This inquiry regards architectural knowledge as personal and acquired through experiences of comprehending meanings in personal problem solving processes like designing. The reorganization of knowledge through articulation is explained to be possible by comprehending the meaning transmitetd through the articulate. Continuity is viewed through the idea that, the comprehended meaning irrevocably enlarges personal knowledge and contributes to the comprehended meaning in the upcoming experiences of the individual. This approach to continuity is the account for regarding architectural education as a self conducted act that lasts as long as the individual continues comprehending. The first year architecture education is regarded as a time limited external support for preparing the students for this continuous self-education. The discussion of the thesis is structured around the depicted polar tension of the first year design studio; between the conformist tendency of the students and the instructors' attitude to enable students' creative experience. The first year of institutional education on architecture is significant for the opportunities it provides for the students' transition form confomism to creativity. The aim is to illustrate how it functions for transition to reintroduce the students' personal dimension into their articulations in the first year design studio practice. This attitude is displayed by exemplifying the setting designs and practices for students' reorganization of knowledge through the creative act of articulation. The thesis adopts in its discussions that the design exercise is a task handled not only for design learning but also for learning how to learn from the design act, which enables the development of creative skills.