建筑教育和修辞式设计实践

ARCHITECTURAL EDUCATION AND THE RHETORICAL PRACTICES OF DESIGNING

这篇文章的论点是,设计课程从根本上讲是在设计工作的构想和试验以及对其结果检验和评价等方面全面训练学生;职业生涯错综复杂的要求则是第二位的,由职业本身去控制和检测。这是持整体论观点的教育者的认识。从实际出发的设计工作者的看法则相反,他们认为设计课程主要是为学生的职业生涯做准备,传授他们各种能力,技术知识和实际胜任能力,以便学生毕业后可以马上就业;设计上捉摸不定的各种要求却是第二位的,通过时间、经验和运气而获得。这篇文章坚持认为设计工作是一个修辞式和诠释性的过程,因此总是需要承认学生和指导教师的相互契合并为之提供条件。设计课程需要彻底授权给学生——获取自信、增强自我修养、培养想像和创造能力,以及促进思维的丰富性和行动的敏捷性。文中既提供了设计工作作为一种修辞式实践的例子,也举出了与运用语言文字并行的、作为劝说模式的绘图所起的角色的例子。

The paper argues that the design studio is fundamentally about fully educating students in the conception and experimentation of designing, and the testing and evaluation of its outcomes. The intricate demands of professional life come second and are for the profession to administer and test. This is the view of the holistic educator. The contrary view of the pragmatic practitioner is that the studio is about preparing students primarily for professional life by teaching skills, technical know-how and practical competence so that graduates are immediately employable.The elusive demands of design come second and are acquired through time,experience and luck.Because designing is argued in this paper as a rhetorical and hermeneutical process,the embeddedness of both student and tutor always needs to be recognized and accommodated .The studio needs to empower students throuth：gaining self-confidence,improving self-culture,fostering imagination and creativity,and promoting richness of thought and agility of action.Examples are offered of designing as a rhetorical practice and the role of drawing in parallel with the use of words as modes of persuasion.