本文基于对运用数字化软件实现对以机械臂为代表的数控机器人的自动化控制的介绍,进而深入研究"数字化建造"理论中从"生成"(generating)到"建造"(fabrication)的具体实现方法。本文首先在探讨铣削(milli...本文基于对运用数字化软件实现对以机械臂为代表的数控机器人的自动化控制的介绍,进而深入研究"数字化建造"理论中从"生成"(generating)到"建造"(fabrication)的具体实现方法。本文首先在探讨铣削(milling)、热线切割(hot wire cutting)、弯折(bending)、夹砌(gripping and stacking)等机器人建造手段如何与建造算法化与参数化设计结果进行无缝连接的基础上,重点研究如何运用数字化软件完成对上述加工方法的精确模拟以及优化加工路径以实现在现实世界中机械人对材料的数字化加工。然后尝试将这些基于数控机械人的加工方法进行分类归纳,形成一套逻辑清晰的建造算法,从而为数字化建造提供理论与实践指导。展开更多
In the 1996 AIA （American Institute of Architecture） Convention in Minneapolis, the governing bodies in the education and professionalization of architects in the US （namely, the American Institute of Architecture,...In the 1996 AIA （American Institute of Architecture） Convention in Minneapolis, the governing bodies in the education and professionalization of architects in the US （namely, the American Institute of Architecture, American Institute of Architecture Students, National Council of Architectural Registration Boards, National Architecture Accrediting Board and the Association of Collegiate Schools of Architecture） released the Boyer Report, subsequently published as Building Community： A New Future for Architecture Education and Practice. The report was named in honor of Ernest Boyer, an educational theorist who also participated in writing the text. Less comprehensive than the canonical texts by Marcus Vitruvius Pollio and his interlocutors, it is nonetheless a mirror of our current assumptions about the education of the architect. This paper looks at the epistemology inherited from Vitruvius as it shapes pedagogy up and through the Boyer Report and into the 21 st century. Using a method of comparative analysis applied to past and current architecture programs, our argument is that historical divisions between professional or applied knowledge and liberal or theoretical knowledge inherited from the past limit our capacity within architecture education to integrate new strategies for knowledge creation and dissemination. It is concluded that any serious revision of architecture education means a systematic reconsideration of the basis of architecture knowledge. What of the （persistent） Vitruvian model is relevant in our post-modern condition？ What do we learn from the image of our profession projected through the lens of the Boyer Report and it is like？ In other words, what would Vitruvius do？展开更多
文摘本文基于对运用数字化软件实现对以机械臂为代表的数控机器人的自动化控制的介绍,进而深入研究"数字化建造"理论中从"生成"(generating)到"建造"(fabrication)的具体实现方法。本文首先在探讨铣削(milling)、热线切割(hot wire cutting)、弯折(bending)、夹砌(gripping and stacking)等机器人建造手段如何与建造算法化与参数化设计结果进行无缝连接的基础上,重点研究如何运用数字化软件完成对上述加工方法的精确模拟以及优化加工路径以实现在现实世界中机械人对材料的数字化加工。然后尝试将这些基于数控机械人的加工方法进行分类归纳,形成一套逻辑清晰的建造算法,从而为数字化建造提供理论与实践指导。
文摘In the 1996 AIA （American Institute of Architecture） Convention in Minneapolis, the governing bodies in the education and professionalization of architects in the US （namely, the American Institute of Architecture, American Institute of Architecture Students, National Council of Architectural Registration Boards, National Architecture Accrediting Board and the Association of Collegiate Schools of Architecture） released the Boyer Report, subsequently published as Building Community： A New Future for Architecture Education and Practice. The report was named in honor of Ernest Boyer, an educational theorist who also participated in writing the text. Less comprehensive than the canonical texts by Marcus Vitruvius Pollio and his interlocutors, it is nonetheless a mirror of our current assumptions about the education of the architect. This paper looks at the epistemology inherited from Vitruvius as it shapes pedagogy up and through the Boyer Report and into the 21 st century. Using a method of comparative analysis applied to past and current architecture programs, our argument is that historical divisions between professional or applied knowledge and liberal or theoretical knowledge inherited from the past limit our capacity within architecture education to integrate new strategies for knowledge creation and dissemination. It is concluded that any serious revision of architecture education means a systematic reconsideration of the basis of architecture knowledge. What of the （persistent） Vitruvian model is relevant in our post-modern condition？ What do we learn from the image of our profession projected through the lens of the Boyer Report and it is like？ In other words, what would Vitruvius do？
