Automated system test schedule

Abstract

Setting off from interdisciplinary research between the fields of architecture and literature this paper examines pedagogical experimentations that foreground literary imagination for drawing and design. The educational approach  presented, emerges from a theoretical framework studying how imagination—an often-overlooked aspect of architectural education—works. Through recent findings in neuroscience (H. Mallgrave), that corroborate philosophical underpinning from hermeneutical phenomenology (P. Ricoeur and R. Kearney), this methodology explores possibilities in cultivating students’ literary imagination. Literary imagination—emerging from the polysemic and metaphorical language of literature (A. Pérez-Gómez)—negates the common understanding of imagination as a form of vision, a special or modified way of seeing the world. The related discourse postulates that imagination works less in terms of ‘vision’ and more in terms of ‘language’. It advocates that only through language can imagination lead to original spatial understandings and become a catalyst for dreaming up original and unique architectural possibilities (M. Frascari). Presenting this theoretical framework, the paper then details how the cultivation of students’ literary imagination has the potential to shape and alter the way they conceive and subsequently draw space. Through selected assignments, this paper explores two main questions: How can fields, not traditionally associated with architecture, such as literature, draw out unexpected, rich spatial understandings and enrich architectural representation? How can teaching—that derives from and is based on research findings—question established educational approaches and propose innovations within the pedagogical framework of architecture?