Vulnerability (economic, social, environmental and health) projects us into a condition of sudden discontinuity in which every single fragility is related to the "whole" and every single action produces an echo or a cascading effect on the well-being of the users and on the health of the planet. The universities are increasingly directed both to consider reality as an engine of research and consequently to respond to fundamental training needs through teachings and knowledge suitable for the demands of the real world; and to seek a balance between method/experimentation/pedagogical forms by providing "meta-professional" and "meta- technical" teaching, a real "culture". It is an important challenge that expresses a certain harmony with the operational/cultural scope of the technological disciplines within the training schools, which have always aimed at directing research towards the territory and the sector production. Architectural Technology, is configured as a cognitive resource in achieving this convergence, in that it represents a theoretical tool to make explicit the aims of both scientific research and teaching as a convergence between the needs/expectations of the person and the overall reasons of the territory and of the built environment. In relation to these reflections, the paper aims to open a reflection on the role of Architectural Technology, through the theoretical richness of the methodological/operational contribution of the systemic approach and the multiscale dimension of the technological project (present in the urban, building and of the object), which has always been central in recomposing the global and local dimensions of the transformation processes of the built environment. It can constitute a useful cultural reference to pedagogical knowledge in universities, called to be mediators towards such an uncertain world of work, but in which it is still possible to spend one's skills flexibly.
Systemic approach for management of project complexity. The role of the discipline of Architectural Technology in university education
Cellucci, Cristiana
2023-01-01
Abstract
Vulnerability (economic, social, environmental and health) projects us into a condition of sudden discontinuity in which every single fragility is related to the "whole" and every single action produces an echo or a cascading effect on the well-being of the users and on the health of the planet. The universities are increasingly directed both to consider reality as an engine of research and consequently to respond to fundamental training needs through teachings and knowledge suitable for the demands of the real world; and to seek a balance between method/experimentation/pedagogical forms by providing "meta-professional" and "meta- technical" teaching, a real "culture". It is an important challenge that expresses a certain harmony with the operational/cultural scope of the technological disciplines within the training schools, which have always aimed at directing research towards the territory and the sector production. Architectural Technology, is configured as a cognitive resource in achieving this convergence, in that it represents a theoretical tool to make explicit the aims of both scientific research and teaching as a convergence between the needs/expectations of the person and the overall reasons of the territory and of the built environment. In relation to these reflections, the paper aims to open a reflection on the role of Architectural Technology, through the theoretical richness of the methodological/operational contribution of the systemic approach and the multiscale dimension of the technological project (present in the urban, building and of the object), which has always been central in recomposing the global and local dimensions of the transformation processes of the built environment. It can constitute a useful cultural reference to pedagogical knowledge in universities, called to be mediators towards such an uncertain world of work, but in which it is still possible to spend one's skills flexibly.
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