Problem-Solving Knowledge Production

I would like to continue Mr Szabó’s lecture and give a short overview about the role/place and organisation and issues of research in DLA studies in general and the work in this academic year in particular. I mention here only shortly the well-known problem of the position of architectural faculties within the academic field/in the organisation of the academies, the hibrid nature of the discipline between science, art and craft. It leans on academic, theoretical disciplines like matematics, physics and technical and social sciences but at least so important are the development of practical skills and knowledge which presupposes a consideration and concentrated application of knowledge according the the actual task (cf. e. g. Schön: The reflective practitioner). As Groat and Wang pointed out in their book about architectural research, the direction and main aim of theoretical research differs from that of the design (interest): 26, 27 problem-solving – knowledge production- applied theoretical research and desing oriented research – the problem is quite clear there are different efforts to solve the problem institutionally, because both sides are essential for the architecture culture and education. the question is how to solve it institutionally? As we heard the answer in Hungary in the 90s was the separation of the two sorts of education, research and qualification, the „normal” PhD and the DLA. After a long period of officially proclaimed/favored functionalism and the subordination of architectural design to the demands of politics and industry it was important to reinforce the autonom and creative character/features of (architectural) design/side of architecture connecting desing from this point of view to other branches of art and art education. Nevertheless, the challenge caused by the complex nature of architecture was in the practice not clear, it took quite a long time to react institutionally on these problems and to elaborate more adequate answers in the structure and contents of the education. We could somehow deduce the demands from the final goals. What were these? The ability to combine focused research and desing, to be able to use the essential/fundamental research techniques, to be able to communicate the methods and contents in architectural education, in lectures and consultations/corrections, and to be able to take part in public discussions about architectural questions, to help to develop and promote values and culture of architecture in the wider public. For that aims the work of candidates consists of two parts: a dissertation and a mater’s work which is supported by a convincing portfolio. In optimal case the two are interrelated: a broader, partly theoretical, categorial investigaton of a certain problem would be in connection with the master’s work in whose presentation the conditions/givens and the decisions would be reflected on the wider basis, context, shown in the dissertation.

Academic Research and Design (practice) Groat/Wang RIBA Donald Schön Stanford Anderson education, professional and wider public

(design by research) design method, design teaching: practitioners (cf. the classic of Donald Schön) research by design? (truism? RIBA) architectural/disciplinar knowledge (Vitruv, Siza, Zaera Polo…) architectural research: academic, practice-oriented (PhD, DLA) like in other branches of art the work of the architect: changing aims, intensive orientation, necessary information and knowledge basic research skills and techniques (special difficulty: no (sytematic) reading and writing practice in the gradual education) thematically concentrated research and design individual and group work, „common ground” – collective framework, individual and group initiatives doctoral thesis and master work two + one (currently two + two) years system on/at all academic fields

„model years”: how to combine research and design general framework – individual cases, case studies

We give introductory lecture to the actual yearly subject and research techniques. In general: we choosed a building, and made some basic research. Then made some deep research individually about subjects, which seemed to be useful or interesting thinking about this area, time period or building typology / function. Individually, but we spoke a lot between with each other, and shared a lot of ideas, information, data or feelings about it. During these discussions we tried to find out, what we can do with this building, and now we are in the design phase: we give a proposal to the city about the Building.

éves modellkutatás year long model research tematikus év thematic year meghatározott témakör pre-specified/ predefined theme (?) erő s kapcsolat az elmélet és a gyakorlat között strong conncetion between theory and practice kutatás alapú tervezés research based design tervezés központú kutatás design focused research saját alulról jövő kezdeményezés own bottom-up initiatives former titles: previous year now: postwar architecture (first of all 60s and 70s modern postwar architecture in general periods of the postwar arch in Hungary continuation of the modern architecture of the 30s until the end of the 40s socialist realism 1950-1955/58 postwar and socialist modernism specific features: centralized politics, economy, building industry and design offices industrialisation and mass production , ti/ypisation/standardisation

The architectural heritage of the Sixties and Seventies is today a highly actual issue. The question of timely restoration and reconstruction arises due to the life-cycle of these buildings, and more than that, many outstanding examples of this period is threatened by possible destruction. Having a national focus does not exclude, but actually makes it necessary to analyze and evaluate international examples, tendencies, and patterns. We aim at the reconstruction of the original situation and concept and confront them with the state and situation of today. We are interested in the validity of solutions, select between the time- and context- bound and the for longer run valid solutions and try to formulate ideas and concept for the preservation and rehabilitation of buildings and solutions about which we think they represent further on /they are further on valuable although perhaps not in fashion, not in the forefront of cultural attention. More than this we have to counter the prejudices which hit the modern buildings because of political and aesthetic reasons. Among the chosen examples we find important public building types of the state socialist era: cultural and educational centres and department stores.