Abstract
There is a key point in architectural education that should be clarified to improve the legitimation of architects and urban planners in the digital and global world of today: The relationships between experience and knowledge in architectural and urban design theories and practices. Our proposal refers to the historical seminar in MOMA in new York in 1948 about a similar topic, since it is the definition of modernity related to the old and new Bauhaus experiences that is involved in architectural education today. Considering the impact of new disciplines in education, such as neurology, the cognitive studies and the sociocultural historical studies, we want to study how this link between experience and knowledge can disappear, and with it, the possibility of a truthful architectural education when historical analyses falsify the existential social conditions in which knowledge emerges in concrete educational processes. This is extremely relevant today, when artificial intelligence wants to produce knowledge from very limited scientific laws and without considering the artistic and cultural dimensions of architecture and planning.
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Thornberg, J.M., Saura, M., Pastor, C.E., Garcia, R., Bürkle (2024). New and Old Bauhaus: What Is Happening to Modern Architecture?. In: Blanco Lage, M., Atalay Franck, O., Marine, N., de la O Cabrera, M.R. (eds) Towards a New European Bauhaus—Challenges in Design Education. EAAE AC 2022. Springer, Cham. https://doi.org/10.1007/978-3-031-40188-6_36
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