IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

This paper introduces The Philosophy of the Two Worlds as a deconstructive pedagogical approach to rethinking spatial theory in interior design. It challenges the field’s continued reliance on architectural and social science-derived frameworks by proposing a model rooted in the metaphysical and experiential dimensions of interior space. At its core, this pedagogy employs a deconstructive approach to bridge historical and contemporary spatial theory, fostering original and critical thinking. Drawing on Heidegger’s Building, Dwelling, Thinking” and The Origin of the Work of Art, the framework explores space as a dialectic between cognition and bodily experience. Bernard Tschumi’s pyramid and labyrinth serve as conceptual scaffolding, guiding students through an inquiry-based process that bridges between abstract theory and applied design thinking. Students engage with philosophical, literary, and artistic sources in the exploration of key pedagogical principles: gathering, building, and boundary. These principles anchor open-ended experimentation within the studio. Central to this process is the Plane of Human Existence, a conceptual platform shaped by human memory—both embodied and cognitive—which influences how space is perceived, recalled, and constructed. Rather than offering a fixed model of spatial comprehension, The Philosophy of the Two Worlds encourages reflective and exploratory pedagogies that expand the creative and theoretical capacity of both educators and students. It proposes a new interior-centric design discourse, grounded in philosophical inquiry, spatial memory, and embodied understanding.