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Learning to forget: architectural recreation, spatial visualization and imaging the unseen
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http://hdl.handle.net/1860/2050
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| Title: | Learning to forget: architectural recreation, spatial visualization and imaging the unseen |
| Authors: | Ellis, Eugenia Victoria |
| Issue Date: | Nov-2000 |
| Publisher: | The University of Sydney |
| Citation: | Architectural Theory Review 5/2: pp. 44-60. |
| Abstract: | The human mind develops from infancy onwards from the base of the brain at the cerebellum curving up from the back of the head forward to the pre-frontal cortex of the brain, which is located directly behind the forehead. Both hemispheres of the brain develop equally, however each side of the brain allows us to “think” in a different way. The left side is the rational mind; it is logical and linear and allows us to identify things through naming the parts. The right side is the metaphoric mind; it is intuitive and spatial and allows us to visualize things through imaging the whole. In our culture, the left side of the brain seems to dominate and by the age of ten the mind’s symbolic and logic structures have become so fully developed as to begin to override conceptual and analogical thinking. Children learn through play, through re-creating situations and events. While playing, children forget themselves, time is suspended, and mind, body and emotions work together simultaneously in the child’s re-creations. As architectural educators, we need to teach our students how to forget, how to leave behind their inherent symbolic and logic structures which would have them name things, so that they may develop their abilities to visualize spatially and image the unseen. |
| URI: | http://hdl.handle.net/1860/2050 |
| Appears in Collections: | Faculty Projects and Publications (COMAD)
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