Ornament and facture/M2.1

  colored patterns, relief Copyright: KG

In the understanding of a constructivist theory of cognition learning is described as a 'creative process' in which cognition is 'constructed' by the viewers/learners themselves through the process of cognition. Learning is thus understood as an active creative 'design process' of each individual. According to this understanding, from an architectural perspective, learning places should be explored as a new typology of academic design and anchored institutionally and spatially-organizational in the context of teaching.

For the already creative and particularly gifted, knowledge processes also take place in private, but for the majority of students they can be promoted to a high degree by suitable institutional and spatial offers and, in particular, by encounters with others. This is because new insights emerge especially in the mutual exchange, in the clash of different opinions, in the encounter with the unexpected, with different ways of thinking, in short: in new forms of social encounter in the acquisition and production of knowledge.

The focus of active learning is therefore on interdisciplinary exchange and diverse discourse in a specific multidisciplinary 'milieu', which in their interaction help to generate curiosity and the new, but also critical reflection and attentiveness in dealing with knowledge.

The project, in cooperation with the Department of Building Planning and Realisation, formulates the fundamental question of how this creative milieu could be structured: What does an interdisciplinary learning and research culture look like today, in which new forms of (artificial) intelligence break into a traditional university knowledge culture? What does a building look like that takes into account the findings of the introductory analysis?

Lecturers: Christina Klug, Christopher Rotman, Bas Van der Pool, Univ.-Prof. Sabine Brück, Univ.-Prof. Thomas H. Schmitz