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Skip to main content. Log In Sign Up. Rethinking Basic Design Education: Deconstruction of Anatolian Carpets.
Nuran Kara Pilehvarian, Prof. Elif Varol Ergen, Assist. Nurbanu Aytekin Zeytinci, M. Ornamentation geoorges Asnaq Mosque. Allegory, Literature and Reality. The Role of Theater Audience.
Fretting With Left Hand Thumb. Karadeniz Technical University KTU Department of Architecture Studio of Basic Design shows existence with the period themes and fictions renewing and changing itself every year in the light of the search continuing in the areas of philosophy, art and science. Duttonwho asserted that design reveals a way of acquiring information under appropriate conditions, suggested that studio works are the heart of architectural education. Because, the presence of a simple, creative, original and open studio environment is considered remarkable in the construction of architectural education formation.
An architect student, meeting with a design studio, faces with an obscurity and unlearn process, with the curriculum of the first year of education Higgott In this process, students engage in an effort to move the conceptual relationship they have established with the environment to the different levels, and to transform it in such a way that it will meet the needs of the new educational environment.
In the architectural education in which students from memorization-based system of education review their previous knowledge, reevaluate them with a new perspective, and discover the unique aspects of knowledge; they acquaint themselves with the first year system, in which the basic skills that enforce, diversify the boundaries of concrete definitions, and that construe the problems with an original language are gained.
Felsefenin Temel İlkeleri – Georges Politzer
This system offers an environment in which they can improve their critical thinking skills creatively, and develop their aesthetic senses in terms of visual experience Asasoglu, et. It is known that the fundamental difference between science and art is due to the fact that science expresses reality through concepts, but art through images Politzer, The basis of architectural education, located in somewhere between politzee and ilkeldri, is constituted with the design courses that focus on the issues of abstract thinking and concept producing, and that allow for the development polittzer creativity Bunch, Furthermore, the design courses are the parts of the curriculum in which how important the problem solving with individual or group study, and making assessment with juries, desk criticism to the students is easily seen.
Architectural education, given in oral and practical fields, expect of the students to have a complete understanding of a problem, and prepare a solution tool. On this exact point, Basic Design Course, which is the main course of ilmeleri education, allowing for original problem i,keleri, has a distinctive place in education since it mention the processes such as creativity, idea generation, practice and criticism. The first year of the architectural education is an important milestone in the transition from secondary education, and high school education, based on repetition, to university education aiming to gain interrogator thinking system Maier ; Asasoglu, et.
Accordingly, the importance of the Basic Design Course in architectural education was presented to the reader in the line of a thematic approach and method within the scope of this article. In this way, the basic design education in the 21st century was brought into question by rethinking in Turkey scale. But before that, it is necessary to mention the short history of the Basic Design Course in architectural education, and highlight the importance of the course once more.
The Basic Design Course focusing on the relationship between creativity and abstraction is an important starting course aiming for the students to gain ability of two and three dimensional-thinking and expressing by allowing them to gain basic design skill, and basic concepts and techniques required for the improvement of this skill.
Creativity is to show an approach to a topic from different perspectives and to make new proposals. Abstraction is a mental process, and points out a perceptual situation that make feel its existence from the beginning of the design process to the end Gibson ; Gibson Basic design education, giving priority to abstraction, perception and thinking, requires sharing with different disciplines.
Abstraction is used as a method of acquiring environmental information, and improving the phases of view of the design process Besgen and Nezor Therefore, the necessity of developing basic design education through new tools and methods is frequently considered.
The design action in Basic Design Courses is made using abstract concepts. Ilkelefi design education is the most reliable medium, including individual development. All these elements and principles stand out as the design tools used in seeking for a response for a problem.
While the importance of the poolitzer design teaching approach, which undergone many changes especially from s, decreased as of s, it can be said that it has entered into a period of rebirth with various debates and pedagogical suggestions over the last 3 decades Bonollo and Lewis ; Boucharenc and Saiki ; Wallschlarger and Busic-Snyder The strong relationship between architecture and art, observed since the very beginning of the educational process, needs new experiences today.
In short, it is clear that the Basic Design Course needs reconsideration in architectural education, and that it must reveal different thematic expansions. Now, it is time for the deconstruction and reinterpretation of the process.
But, before exemplifying the deconstruction in question, it would be appropriate to mention the deconstruction idea and concept-theory relation, put into practice in architecture and art. Deconstruction in Architecture and Art Architecture and art have always been in search for the new one.
From this point forth; it could be asserted that yemel logic of change existent in the word deconstruction; in other words, the logic of both separation and joining stems from the structure of the word. Derrida trying to interpret the contrary relations stemming from the structure of the word upon the concepts has opened many value systems to inquiry with the deconstruction method.
Derrida revealing that the concepts could be included in new concepts and could be used georged the occurring new frames has aimed to catch the attention to the elements seen as secondary at first sight. And, these contrary situations remind the binary oppositions of Derrida.
The term couples etmel as binary opposition by Geoges work for organizing the objects by classifying within this context Collins In this way, the concept with a complex structure could be re-defined as a structure with at least two core components.
The approach of deconstruction and the binary oppositions politxer are the concept couples represented by the approach have the power to georgws the thinking in architecture and art as well as philosophy, theory and science. Deconstruction as a theoretical implementation is frequently encountered both in the architecture object produced with this philosophy and in the meaning analysis of the pre- realized architectural objects Wigley, For instance; the deconstruction developments in the architecture are monitored in the studies of the architects such as Frank Gehry, Rem Koolhaas, Daniel Libeskind, Plitzer, Zaha Hadid, Peter Eisenman, Bernard Tschumi via the claims given in the works of Derrida.
The challenge in the works of Eisenman and Tschumi lies in the trial of understanding the relation between interpretation and deconstruction Benjamin La Villette Park of Tschumi in Paris is in the focus of the discussions about deconstructivist architecture.
The reason for the consideration of this project as deconstructivist is to avoid from synthesis in the construct formation system felsedenin the construct not forming any stable impact; because Tschumi overlaps architecture with the ideas, forms and elements which are not architectural. According to Derrida; when deconstruction is applied in georgss, there occurs ideational reverses such as the fracture of the whole, transition of the irrational instead of the rational, occurrence of the discussible rather than unchangeable and indifference replacing seriousness Kellner Within this scope; together with the idea of deconstruction, a period has commenced in which the modern and postmodern art types ilkelsri been deformed, aesthetic attitudes have been turned upside down and widely monitored images have become part-focusing and eclectic.
The heterogeneous attitude refusing monosemy has damaged the stability of image and encouraged the artist to a new production way Harvey Settled values have been re- handled on behalf of art and aesthetics.
In other words; the indicators have come a meaning extension and they form the deconstruction in art. Consequently; the idea of deconstruction in architecture and art has changed and transformed the discussed meaning via the concept couples in —direct or indirect way.
Within this scope; the Basic Design Courses having a special place in architectural education have a potential to be re-considered as a movement of deconstruction in the relation it has established with the art.
Karadeniz Technical University KTU Department of Architecture Studio of Basic Design shows existence with the period themes and fictions renewing and changing itself every year in the light of the search continuing in the areas of philosophy, art and science URL- 1. The students have been expected georgws improve their thinking and design skills via the characteristic properties peculiar to the mentioned Anatolian concepts. After that; short definitions of symmetry, harmony and contrast principles tfmel been given and it has been emphasized that the principle of repetition could be used as auxiliary principles in the provision if composition integrity.
All principles have been richened with various examples from both art and architecture environments. Poliitzer this scope; instructors have considered that Carpet art is convenient for the subject for the reasons such as the fact that it includes abstract and concrete symbolic elements, it could be geometrized and it includes repetition and module within itself etc.
However; this comment has not been notified to the students and they have been ensured ilke,eri realize the connection between the selected Anatolian art and Basic Design principles with their own genuine and creative ideas.
Within this direction; the article foresees a new model taking the art to the center and benefitting from Geogres being our own culture.
The first one is the problem in which Anatolian Carpets are discussed on the given binary oppositions.
Horizontally use your study area which has the dimension of 25 x 50 cm and split it in half vertically. Determine a module unit from the example of carpet composition and conduct an abstraction study. You could interpret the principle of repetition by benefitting from the types of Repetition you have learnt in the course full repetition, repetition, alternate repetition and variable repetition or by benefitting from any technique reminding the Repetition.
In the second problem, the Anatolian Carpets are discussed on the given binary oppositions. Decide on the dimensions and place of the carpet image in the study area. Pay attention to the fact that the carpet image selected at this point and the composition you have design should form integrity. It is free to use the study area horizontally or vertically and the carpet image could be used in the place and dimension you want in the study area.
As it could be understood from the problems no. P1 and P2; the relation between Basic Design education and Anatolian Carpet Art has been fictionalized upon the binary oppositions; in other words, the concept couples and it has been aimed to form a deconstruction example. Within the direction of this aim, the practices carried out by the students are the genuine examples of deconstruction in Anatolian Carpets.
Since the carpet images benefitted were placed behind the study area by the students, they were placed next to study for reader within the scope of P1 practice.
In P2 practice, there was no need to make a placement additionally since the carpet image constituted the study area itself. In this regard, 24 student works in total were given place for both problems and the relationship between Anatolian Carpets and deconstruction was investigated in terms of Basic Design Course.
The studies selected were the successful examples for composition integrity, balance axis of study area boundary determined for repetition and deconstruction of repetition, the complementary color pairs, abstracting the geometric approach obtained from entire carpet image and reflecting the module unit selected from carpet image to the entire composition Table 2 and Table 3.
The studies selected were the successful examples for behaving in conformity with or in contrast to the character of carpet, highlighting or camouflaging the carpet image and using entire or a part of carpet image Table 4 and Table 5. Additionally, it was observed that the carpet images were used vertically and in general, the carpet image colors were abided. The students used the carpet image within the field of study at a specific point of composition at the left side, center, below in 5 examples and entire of compositions in 1 example.
It is seen that the students who constituted their compositions with harmony concern, used the techniques such as providing continuity, camouflaging, and referencing to geometry depending on the area where the carpet image was placed.
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The students used the carpet image within the field of study at a specific point of composition at the top, center, below in 4 examples and entire of compositions in 2 examples. It is seen that the students used the techniques such as breaching the continuity, camouflaging, deforming the geometry and achieving the optical illusion in the unique designs created by contrast. The unique compositions conducted in harmony with or in contrast to carpet image are Anatolian representations at which a part or entire of carpet is used, either concretely or abstractly.
Conclusion The deconstruction used as an effective method in reversing the established information serves the purpose of questioning the meaning by the binary oppositions that it uses. The binary oppositions encourage rethinking the object as concepts which both complement and invalidate each other and constitutes the tools which have the central significance for deconstruction method.
While it is known that there are various methods in education- training, each of these methods also represents an entire of well documented methods Cuff The Anatolian art which is used as a designing tool was redesigned as a creative works in abstract terms with the use of Anatolian Carpet examples. This representation also shows that the architectural education may a new perspective of model applied specific to Basic Design Course.
It was observed that the works produced by means of problems tried in two terms were different from each other. This diversity indicates that the choice of topic improves the intellectual skills of students and tdmel may express themselves more comfortably. This new perspective is also regarded as significant in analyzing Anatolia and introducing it internationally.
Acknowledgements We would like to express our thanks to faculty members and assistants in the relevant academic term who made contribution to Basic Design Course.