Activity: Examination types › Pre-examination of dissertation or acting as opponent to doctoral students
The present work inscribes to a broader discourse on the mode of reasoning in structural studies. Do the inquiries on the theme of structure, building structure in particular, employ a reflective or projective mode of reasoning? Therefore, the study discusses the potential of the physical model as a means for projective structural inquiries, arguing conversely for the design component of structural studies. A brief review of the most characteristic cases in architecture education brings evidence of the prevailing reflective rationale. An alternative is sought, to illustrate instances of a projective mode of reasoning. Balmond’s informal is suggested as the theoretical framework for a praxis of synthetic rationale and conceptual awareness. The idiosyncratic, yet seminal, research of Le Ricolais is singled out to highlight “design‐erly ways” in structural studies; the physical model is employed within a “serial approach” as a material diagram to visualize conceptual patterns. The imperative to further unfold this potential on a systematic basis leads to architectural studies, bringing into play a trans‐disciplinary perspective. The Austin pedagogy offers a paradigm by excellence to discuss conceptual awareness by means of perceptual constructs in a projective praxis; the physical model serves as a conscious methodological vehicle for interactive visual thinking disclosing the “dialectics of physical modelling”, especially appropriate for the design culture. Building on these foundations, a couple of educational practices, exploring the notions of the structural concept and the material diagram, are discussed to suggest possible tracks in expanding a projective rationale in structural inquiries by means of physical models.