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“Observe, Reflect and Act” – dziecięcym oknem na świat? Wokół dylematów nauczania dzieci łowców-zbieraczy w Afryce Środkowej

100%

Markowska-Manista U.

nr 3(18)

60-71

The following text presents two examples of the educational paths of autochthonous children, conducted in territories inhabited by the Ba’Aka Pygmies and other ethnic groups (Mbororo, Bantu: Gbaya, Mbimou) in the Central African Republic. The first path is the so-called ‘forest education’, based on the philosophy, tradition and practical knowledge of the equatorial forest as the basic living environment for the hunter-gatherers. The second is a proposition based on private pre-school and school education, directed at projects aiding education and access to formal education for marginalized children, which the Pygmy children are seen to be, as indigenous people living on the territory of central-African countries. The text is based on the results of field research conducted under project BSTM 5/11: ‘The right of the child to education as a condition of and chance for their social emancipation. A diagnosis of the condition of the ORA-method of education among the Bantu, Baka and Mbororo and culturally and ethnically heterogeneous regions of Monasao and Belemboke in the Central African Republic’, realized in the first half of 2012, as well as earlier research conducted since 2002, among the Ba’Aka, Mbororo and Bantu in the Central African Republic.

The metaphor: a literary tool lent to the architectural design. Theoretical references, research method and practical experience in teaching activity

80%

Lucchini M.

tom nr 56

101--116

The design process in Architectural Design Studio’s first classes for students is often based on images that are erroneously used as references by copying some formal choices. In the most general sense, this issue is related to a gap between architectural culture and society, as architecture is considered a virtual and consumable object. Those problems could be faced with an old but still effective tool that is the metaphor. Architecture is mainly known by images, and each image has a visible and an invisible part; the latter concerns the culture that underlies it. The paper assumes the metaphor is a design tool that can be helpful in the initial stages of the design process as it allows anyone to quickly connect images, ideas, and experiences, getting deeper into the invisible part of images. Since the metaphor is mainly a linguistic agent, most of the studies concern the use of the metaphor in the field of theoretical criticism and for reviewing other projects. The paper proposes to integrate this approach by investigating the metaphor to support the transfer of shapes and figures between different architectures. Furthermore, the proposed process foresees a permanent part based on the type of dynamic and more mobile part where metaphorical thinking finds space. Therefore, two types of use of the metaphor are put forward: the first interprets existing buildings by recognising both linguistic metaphors used by the critics and those crystallized in the architectural form; the second instead stimulates students to use visual metaphors in determining the shape and volume of the project.