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Frampton Antithesispedagogy
Frampton Antithesispedagogy
"
Columbia University.
'anti-thesis'
remain
basically
opposed
end
at
qualification, so
My
opposition
is
Given*' the
i)
sees
faculty
fit
member
year.
first
is
The
is
there
is
no guar-
antee of any meaningful pedagogical sequence in terms of studio exercises that in the
often have no clear pedagogical aim. Under these circumstances
analysis
more of a chance
ula
.1
thesis
in this regard
would seem
terminating exercise.
to
and
without
2)
my
who
through
a five
at least
in
terms of
it
being an appropriate
It is
who
that has
pass
in the case
be justifiable
last
can one
(i.e.
conclusion? Students
how
a specific piece
is
that
it is
supposed to validate
of research. Even
supposition
world
an enormous gap usually remains bet^veen the descriptive-analytic level of the research and
the postulative, synthetic character of the project, so that,
effectively validated. This
view of the
thesis
still
more
little is
science wliich, in
my
view,
is
a fallacious
proposition.
Surely students acquire craft knowledge by internalizing success rather than by repetitive
my
partial failure. In
view,
if
jr
senior studio exercise they should be given the option of carrying this exercise to another
level
well substitute in any graduate curriculum for the place previously occupied by the thesis.
Kenneth Frampton
is
Ware
Professor of Architecture
at
Cohindiia Graduate