Stoà / 15
stoà 15 CONTESTI
La costruzione del contesto, inteso non solo come insieme di condizioni materiali, fisiche e spaziali, ma anche come sistema di relazioni culturali, sociali e storiche, rappresenta un passaggio fondativo nella definizione del progetto pedagogico.
I possibili contesti non sono solo patrimoni da cui attingere insegnamenti, principi, regole e forme, ma rappresentano veri e propri campi di ricerca dove la costruzione di conoscenza prende corpo insieme e attraverso le sperimentazioni progettuali.
Il tema dei contesti è stato esplorato a partire da una indagine sulle ragioni delle scelte di alcuni specifici luoghi e sul ruolo che essi svolgono nella costruzione dell’esperienza pedagogica, osservandoli non solo come possibili collazioni di condizioni fisiche e materiali, ma come elementi fondativi per la didattica dell’architettura, tessuti vivi e dinamici – spesso complessi e ricchi di contraddizioni –, insiemi articolati di elementi e condizioni capaci di attivare processi, azioni e strategie di progetto.
The construction of context, understood not only as a set of material, physical, and spatial conditions, but also as a system of cultural, social, and historical relations, represents a fundamental step in defining the pedagogical project.
Possible contexts are not only heritages from which to draw lessons, principles, rules, and forms, but represent true fields of research where the construction of knowledge takes shape together and through design experiments.
The theme of contexts was explored starting from an investigation into the reasons for the choices of some specific places and the role they play in the construction of the pedagogical experience, observing them not only as possible collations of physical and material conditions, but as founding elements for the teaching of architecture, living and dynamic fabrics – often complex and rich in contradictions –, articulated sets of elements and conditions capable of activating project processes, actions and strategies.
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STOÀ is an Italian magazine, undergoing a process of double-blind peer-review, which questions the methods and processes that determine the educational project for architecture. Journal of the area of architectural design (SC 08/DI) STOÀ tends to combine academic research and teaching practices in order to generate und critical reflection on schools, its protagonists and their methods favoring an intersection between knowledge and other disciplines in order to understand the structures and tools essential to the construction of the educational project. A four-monthly magazine that with its making will build an international network of themes and positions, trying to force the limits to understand contemporary issues on a case-by-case basis, grounding them in issues of discipline.