Didactic and project

Divergences and Convergences between Profession and Discipline

Abstract

This essay indicates the preponderance that the professional practices of the architectural project have over the theoretical-disciplinary corpus of Architecture due to the development of didactic strategies based on teaching styles of a reproductive nature. Indeed, in modernity –afterwards, this characteristic of the prevalence of the professional over the disciplinary is a substantive feature of modernity that is more experimental and innovative– confirms a model developped preferentially since the Bauhaus (but which only means a linguistic rejuvenation of the method Beaux Arts) in which it is taught by trial and error, applying a simulation of professional doing. It is understood that this model is markedly conservative –by replicating and reproducing realities already carried out and produced– and that it is not capable of answering the new needs or demands of new contributions or offers that could only emerge from project research understood as just research, it is say production of certain theoretical knowledge, legitimate and consistent.