Architectural Thesis
There are fine division between two
terminologies that are often operationalized when one is carrying out thesis
research, i:e Architectural thinking and Architectural knowledge. The term
architectural thinking is related to the cognitive and emotive response to the
built environment with respect to its ability to relegate affordance. The gap
that exist between cognitive, emotive response and environmental affordance can
be bridged by architectural knowledge, i:e an individual capacity to
rationalise architectural wisdom. The modern science believed that each issues
or gap can be seen with respect to problem solving (System Theory), where each
part are dismantled and understood in its capacity in networked conditions. The
functionalism phase in modern architecture thrived on such belief, that
architecture is nothing more than prescriptive understanding of few components.
While in contrary to such paradigmatic thinking, the critical architecture dwells
on deeper understanding of architectural thinking and architectural questions
related to it. There are four fundamental aspects of architectural questions
and their responses. The each of them proceeds into further action areas, based
on individual capacity and ability to comprehend the gap in the knowledge.
Architectural questions
ASPECTS RESPONSE
Architectural knowledge as
problem-solving inquiry Rationalist
Architectural knowledge as formal inquiry Tectonic
Architectural Knowledge specific
to the physical contextual inquiry Methodical
formalism
Architectural knowledge as social
- political inquiry Discursive
Note: This is demonstrative model
and do not exist in absolute sense. They are often overlapped with each other.
Generally the problem-solving
questions of “architectural thinking” are typically associated with the
profession mode of knowledge production, while discipline questions are
characteristics of building larger architectural questions by research, empathy
and mode of an intellectual critique. The open ended nature of discipline
inquiry often sets the tone of critical practice due to individual ability to
combine and enable both the processes as a part of architectural questioning
and thinking.
The first model typically mobilizes the architectural thinking of scales that are either restricted to limited geography or beyond the realm of architectural responsive canvas and often individual who are unable either expand the architecture question in former position or unable to correspond to scale with their architectural knowledge. Such mode of inquiry brings about big discord between architectural thinking (research, inquiry) and architectural knowledge (reaction, forms)
The alternate model attempts to
re-locate architectural question and thinking within the realm that are
necessarily operational in the range of architectural inquiry (geographical and
contextual)). In this situation one is able to refrentialze the study, draw
relevant literature reviews so as to enable architectonics inquiry and mobilize
architectural decisions. This model emphasizes the two important aspects of
architectural research, i:e Gap in existing architectural knowledge and
critiquing existing or established knowledge system.
The response model for
architectural questioning and thinking demonstrates that three important
parameter of architectural response (architectural knowledge), i:e formal,
structural and environmental are able to generate various conditions. The
tectonic and methodical inquiry able to generate strong embedded conditions in
architectural research while discursive method requires toalter its path to
make the inquiry system relevance to architectural knowledge.