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The title: “Architecture: The Making of Metaphors” is the exact title, including the colon, of the 1967 Yale lecture series Benefit of “Architecture: The Making of Metaphors” is that after learning the contents of “Architecture: The Making of Metaphors” readers should be able to mange the design process and better enjoy the built environment. Phenomenology: For any one individual “Architecture: The Making of Metaphors” is predicated by a personal encounter of both sense and mind. Kant’s phenomenon philosophy and [34] Berleant’s approach to aesthetics-view object as it is perceived by the senses. So after having derived and developed the ideas of architecture as the making of metaphors it still behooves readers to realize the phenomenon and epiphany to enjoying both the process and read of design and the environment. Architecture:the making of metaphors is more than an idea but phenomena and as such is the immediate object of awareness in experience. In earlier monographs I quoted [6] Husserl and others noting the Dasein of the metaphor and the epiphany of the revelation that architecture:the making of metaphors. However, without the combination of life experience of perception and design that transforms; where neither time, space nor substance matters except the sanctified and set apart aesthetic experience of creation. It is that special awareness during design and inhabiting buildings where the phenomenon of the architecture and metaphors lives. When you get it you know that you know, when there is an eclipse of the process with a product that achieves program. Acknowledgements and scope To better understand metaphor as a key to the built environment we explore what shapes and forms the built environment and why one building seems better than the next. As a key to the built-environment (technology and context) metaphor is the answer which not only shapes the built environment but is the means by which we read what is formed. With metaphor as the gestalt, design embraces the whole. Current design practices are enhanced by considering metaphors in both the programming and design process. To some this monograph will be a confirmation of current practice while to others a check- list. Many will discover how other scientific disciplines can be brought into the design conversation. For me it was my wife, Christina Fez-Barringten (philosopher, theologian, writer, and artist) who introduced me to metaphors, their meanings and applications which in-turn prepared me to be receptive to [1] Irving Kriesberg’s announcement that [2]art was the making of metaphors from which I inferred from years of being initiated that architecture was an art. It was a metaphor, I saw a relationship and knew I had to connect them so I visited my mentor [3] Dr. Paul Weiss to find the commonality. Coincidently, at the time in 1967, I was one of the editors of Yale’s Architectural Journal; “Perspecta”. I then needed to know exactly what was a metaphor . Dr. Weiss suggested that I first had to visit the world’s leading linguistic scholars who all just happened to be at Yale. He made the arrangements, but after so many interviews I came up empty. He and I were both astounded. Still, needing the information we decided to bring together scholars and design professionals to form a symposium which could then be transcribed and published by Perspecta. “Architecture as the Making of Metaphors” was organized near the Art and Architecture building at the Museum of Fine Arts Yale University 11/02/67 until 12/04/67. The guest speakers were: Paul Weiss, [4] William J.J. Gordon, Christopher Tunnard, Vincent Scully, Turan Onat, Kent Bloomer, Peter Millard, Robert Venturi, Charles Moore, Forrest Wilson, and John Cage. Background of my research The Yale lectures were transcribed, but instead of being published by Perspecta part of the proceedings were published in 1971 by [5] “Main Currents in Modern Thought”. In 1991, after twenty years of professional practice designing and applying this approach to design I wrote [6] many monographs, nine of which were then published by various learned journals (see references). Six were not and remain unpublished. In Manhattan, from 1969 to 1973 we formed and operated [7] LME;” Laboratories for Metaphoric Environments” to bring together scholars, practitioners to further study metaphors. Out of this came a plethora of drawings now published in a book called [6] “Gibe”. Many of my studies were also complemented by my visit to all of Europe where I made hundreds of pen and ink drawings which put into a book and are now hanging in art galleries in Florida. Recently in 2009, and as part of the conversations with scholars on the internet site called Academia.com I again researched [8] Andrew Ortony’s (located at Northwestern University) book titled “Metaphor and Thought” which thankfully and finally had a compendium (anthology) of linguistic, psychologist, philosophical, educational and communication scientist on metaphors. From this and my notes from [3] Paul Weiss and [9] William J.J. Gordon I wrote 21 monographs two of which have been published while the other 19 are submitted and being peer reviewed. “Architecture: The Making of Metaphors” and several of my recent monographs were informed by my daily study of [10] David Zarefsky’s (also, coincidently located at Northwestern University) lectures and book titled [10] “Argumentation: the study of effective Reasoning” published by The Teaching Company (see footnotes) . There are many others which are documented in my references and footnotes as I am their grateful and passionate student. All of this has been driven by my childhood quest which has persisted in my studies, teaching and practice where I have learned that ultimately it is the individual talent within each designer, artist, writer, and scholar that finally shape the works that surround us. The answer was there all the time, I just had to be “educated” a process which I look forward to continuing for along time as led by Paul Weiss passed away at 103 years of age just after completing his last book, “Surrogates”.
Los significados de la arquitectura
La metáfora en la arquitectura.2023 •
Este ensayo pretende explicar cómo el uso de herramientas del lenguaje, con especial énfasis en el uso de la metáfora, desde el punto de vista de la semiótica, se aplican a los objetos arquitectónicos, cuáles son sus niveles de aproximación y las formas de interpretación con relación a su contexto cultural. El uso de la metáfora es un recurso usado con mucha frecuencia como modo del lenguaje general por el ser humano, como forma de expresión, su uso no se limita con exclusividad al campo de la lingüística, es también usado con frecuencia en la arquitectura. De esta manera, se explica el uso de este recurso empezando con su definición epistemológica hasta la ejemplificación práctica desarrollada con ejemplos locales. Para el desarrollo explicativo del uso de la metáfora en la arquitectura se hacen definiciones conceptuales desde el campo de la semiótica con el fin de entender la teoría de los signos, los tipos de signo y sus niveles de aproximación. El ensayo enfatiza el uso la metáfora como recurso de lenguaje, sus diferencias estructurales con conceptos similares como el de la metonimia y las implicaciones diferenciales de este el momento de aplicarlo a la arquitectura. Finalmente, el ensayo contrasta las definiciones ejemplificando las diferencias de interpretación sígnica que produce el contexto cultural en el que este recurso semiótico se emplaza a través de objetos arquitectónicos específicos. Así, este estudio precisa como la teoría de la semiótica puede explicar el uso y aplicación de herramientas del lenguaje en la creación de objetos arquitectónicos, y éstos a su vez, en relación con su contexto cultural de emplazamiento.
2015 •
Resumen: Es cada vez más frecuente enmarcar la arquitectura como el conjunto de los edificios construidos para cumplir con una función, actividad específica. Este punto de vista justifica lo arquitectónico desde los aspectos funcional y constructivo. Lo que se intenta destacar aquí es que por el modo en que participa activamente en la construcción de la cultura, la arquitectura rebasa ampliamente estas consideraciones. Se llama a esto la función simbólica de la arquitectura y se la vincula con los códigos estéticos en vigencia relacionando estos con patrimonio, memoria, historia y estructura social. Para iluminar estos argumentos se contrastan casos de lugares y épocas variadas, y se resalta de manera especial la demolición del edificio conocido como “la licuadora” de la ciudad de Guayaquil. Para remitir el caso a una dimensión conceptual se recuerda que la arquitectura es considerada como “telaraña de significados” cuya lectura depende del nivel de comprensión de la cultura en que ...
Educative Project designed for children from ages between 6 to 12 years, focused on develop workshops using a dynamic learning methodology who leads the kids to get familiar with the city and its environment. For this, the intention is to develop their creativeness using elements that stimulate all senses as well as provide the opportunity of imagine and extend their knowledge on the referred subjects; while raise awareness about the respect that they must have on the environment, discovering their capacity to transform their habitat growing as respectful citizens and responsible for the community on which they desire to live.
2009 •
2019 •
Resumen: El aprendizaje del vocabulario específico constituye uno de los mayores problemas para los alumnos que siguen estudios de carácter técnico. El objetivo principal de este trabajo es desarrollar una propuesta de aprendizaje del inglés enfocada al inglés de la construcción y la arquitectura extensible a otras materias de carácter técnico. Primeramente se determinan las colocaciones léxicas más relevantes a través de recogida y análisis de corpus especializado. Esta metodología permite analizar contextualmente la fraseología técnica de géneros de especialidad, tanto cualitativa como cuantitativamente. Se destaca la estructuración léxico-conceptual de la terminología mediante el uso de la metáfora, mecanismo cognitivo capaz de activar correspondencias entre ámbitos distintos de significado (a y b), donde b activa correspondencias mentales basadas en a. Se incluye, además, un análisis contrastivo inglés-español de las metáforas consignadas, mediante la traducción. Igualmente, aportamos aplicaciones derivadas de este trabajo, particularmente la introducción de imágenes y su percepción en el estudio metafórico realizado. Como conclusión, enfatizamos la utilidad de esta propuesta para mejorar destrezas comunicativas como la comprensión lectora y la expresión escrita al proporcionar estrategias eficaces para enfrentarse al texto de especialidad. Palabras clave: terminología especializada, fraseología técnica, metáfora técnica, estudio de imágenes, aprendizaje de vocabulario. Abstract Learning specific vocabulary is one of the main setbacks for technical students in higher education. The main aim of this study is to develop a proposal for learning English in the construction and architecture domain and other technical studies. Firstly, representative lexical collocations are determined through corpus collection and analysis. This methodology allows to analyze contextually the technical phraseology of
Este pequeño ensayo discurre acerca de la corriente –dominante en su momento y hoy un tanto remansada– que bajo el epígrafe de deconstrucción ha dado respuesta obras recientes de arquitectura, algunas emblemáticas. Se argumenta, en primer lugar, cómo la opción deconstructiva pone en crisis la hipótesis semiótica que establece el binomio significante-significado; y, se observa, a continuación, cómo una lectura arquitectónica que asume la idea de la deconstrucción literalmente y la materializa en la imagen del edificio, no pasa de ser una ingenua anticipación de aquello que, en todo caso, acabará sucediendo en la vida cotidiana. La conclusión es que el habitante deconstruye el espacio de habitación desde tiempo inmemorial, de manera natural y espontánea, en cuanto toma posesión de él.
2013 •
ABSTRACT: Previous studies on metaphor use (Cameron and Low 1999; Cortazzi and Jin 1999; Littlemore and Low 2006; Low 1999) claim that the pedagogic practice of metaphor in the classroom could serve to develop the comprehension and communicative skills of EFL learners. Nevertheless, the use of metaphor by technical second language learners has received little attention so far (Littlemore 2009). In this paper, the metaphorical content of the responses that a group of 4th year Spanish engineering undergraduates gave out when asked to briefly describe visual images of engineering structures have been analysed. Currently, the academic syllabuses for engineering students in most Spanish universities lack any reference to metaphor use either in Spanish or English. The responses obtained from the students were in turn crosschecked against those given by engineers in order to compare output both in the academic and the professional fields. The results reveal a significant high frequency in ...
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