Fiction as Pedagogy: Toward a De-Anthropocentric Architectural Education
Notice bibliographique
Résumé
Critiquing the anthropocentric dispositions of architectural education, this dissertation introduces a "de-anthropocentric" vector of ethical thinking through fiction as a form of pedagogy.The term de-anthropocentric as opposed to non-anthropocentric here posits nonhuman life as an important dimension of architectural consideration while acknowledging that there are limitations to understanding or advocating on behalf of the nonhuman other.By problematizing anthropocentrism in this way, the research participates in concurrent discourses in philosophy, education theory, anthropology, biology and literature studies that challenge the inherited biases of Western ontology and epistemology.Recognizing the predominance of education in structuring these biases, the research takes inspiration from experimental approaches in posthuman education studies that historically situate and reorient definitions of the human and disciplinarity.Toward this, the dissertation investigates three trajectories in literature studies as departure points: the weird realism of Howard Phillips Lovecraft, the multispecies worlding of Donna Haraway and the graphic portrayal of animal subjectivities in David Herman's narratology beyond the human.From these examples, the dissertation theorizes nonhuman narrative, representation and worldbuilding approaches in an architectural context.Finally, locating the early Renaissance as a period of major educational transition in architecture, the research analyzes Antonio di Pietro Averlino's Libro architettonico (1461-63) as a model of fiction-based pedagogy for the present.Written as a iii continuous fictional dialogue disrupted by digressions into the natural environment, animals, anecdotes, fictional buildings and social practices, the work offers a multifaceted educational model for questioning human-nonhuman relations.Between text and image, the work instructs by imagining the ideal city of Sforzinda through the narrative device of the golden book: a source of ancient literary wisdom.Following an analysis of Filarete, the dissertation presents a re-interpretation of Filarete's golden book as a pedagogical device to channel critical insight from literature and other disciplines into architectural education.My sincerest appreciation goes to Stephen Fai for continually reminding me what this dissertation was trying to do and helping to achieve it.I am indebted to him for the many opportunities he has provided throughout my academic career.Claudio Sgarbi has been a source of deep insight and necessary interrogation throughout the years.I owe him immeasurable gratitude for his encouragement and for all the tunnels and burrows he has brought into my thinking and writing.Michael Jemtrud brought my attention to many of the discourses that inspired this dissertation.I truly appreciate his continued presence and willingness to listen to these ideas since my time at McGill.Roger Connah's pedagogical insight shaped my teaching and thinking tremendously during these past five years.Because of him I will be deschooling for many years to come.Lara Chow always found a way to keep me involved in interesting projects while abroad.Federica Goffi was a constant support throughout this degree.I owe profound gratitude and mil obrigados to Ana Tomé and Carlos Sardinha for their encouragement and support in the dark days of the pandemic.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,004 | 0,002 |
| Études des sciences et des technologies | 0,007 | 0,068 |
| Communication savante | 0,013 | 0,012 |
| Science ouverte | 0,002 | 0,009 |
| Intégrité de la recherche | 0,003 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».