«دست ساخته‌ها ـ تجربه شخصي»

handcrafts - personal experience

امروزه يكي از دغدغه‌هاي مهم مدرسان معماري افزايش كيفيت آموزش است. جهت نيل به اين هدف، مقاله با روش استدلالي، استنباطي از خلال مطالعات كتابخانه اي و تحقيقي ميداني، به معرفي سمت و سويي جهت افزايش كيفيت آموزش معماري مي‌پردازد كه در آن بر اهميت «ساختن» در يادگيري تاكيد شده است. رجوع به مباني روانشناسي پرورشي با معرفي آموزش «يادگيرنده محور» در تكميل روش «معلم محور» نشان مي‌دهد كيفيت آموزش با روش‌هايي چون «يادگيري اكتشافي» افزايش مي‌يابد. از جمله ابزارهاي اين يادگيري، طرح صورت مساله توسط يادگيرنده و تلاش در جهت حل آن از طريق ساختن است كه با فرايند ساخت در حرفه معماري نيز همخواني دارد. به كارگيري اين روش در مدرسه معماري، مستلزم طرح تمرين‌هايي عملي براي هر دانشجو به طور شخصي است؛ چنانكه او از طريق كار با دست يا ساختن، در حين نيل به راه حل نهايي، مسايل طول مسير را از طريق ساختن، هم دريابد و هم حل كند. يكي از مدرسان معماري بعد از سال‌ها تجربه، دست به طراحي و اجراي تمرين «دست‌ساخته‌ها ـ تجربه شخصي» زده كه بازخواني آن با تكيه بر مباني فوق نشان مي‌دهد تمرين پشتوانه خوبي براي مهارت‌هايي است كه دانشجو با ورود به بازار حرفه اي معماري، بدانها نيازمند است.

One of the important concerns among the educators of architecture is the enhancement of education. Towards that goal, this paper relies on literature review, and methods of deductive reasoning and field study. In the field of educational psychology, teacher- centered learning has been complemented by student- centered learning method in which exploratory learning and learning through group discussion are regarded as two instrumental means for enhancement of learning. One of the techniques common to these learning means is the introduction of the problem by the learner, and then involvement in solving the problem at hand by means of mental (and/or manual) activity, and also dialogue with peers and the tutor through to the solution. This method is also true for (design and) construction processes in real world practice of architecture. The present paper draws heavily on a close study of an educational experience within the framework of a course entitled "introduction to construction procedures”. To benefit from exploratory hearing and group discussion methods, exercise were devised for students of architecture. In accordance with the above mentioned educational approach, each student should follow the following course of action; they should devise their own design problem personally, identify the design constraints, and they should sort out proper solution to overcome those constraints, thrash mental and manual involvement with the problem solving process. In order to help students to find their way through the course of action, a sample design problem which had been solved and further crafted by an experienced tutor, or an expert designer, is introduced and analyzed in an early session of the course. In order for the students to have a close idea at the subtleties of the designing or making process, they were assigned to refer to their past memories and introduce an object that they had made, repaired, or dismantled/overhauled. They were required to explain the whole processing from the emergence of their problem through to their final solution, to their fellow students and the tutor. This assignment or exercise is called "handcrafts - personal experience". Every studentʹs presentation, verbal and visual, is subjected to group discussion to throw light to the subtleties of making and designing procedures and to articulate the effects of design decisions on construction strategies as well as those of construction subtle difficulties on design propositions. This paper investigates the exercise in the light of the aforesaid theories, the tutorʹs observations, and studentsʹ survey. Results show that this exercise is in line with student-centered learning views and combines exploratory learning with learning through group discussion. Practicality, personal and exploratory nature of the exercise, the guiding role of the tutor, and cooperation of fellow students are correspondingly in agreement with Dewey, Piaget, and Vygotskyʹs theories of learning. Moreover, manual and experiential nature of the task is congruent with Kolbʹs thoughts on learning. Having drawn a theoretical perspective of the educational experience, the paper concludes with an emphasis on the necessity of such exercises which require students to strive for solving a design problem through engagement in crafting the solution.