ETH Zürich  |  DARCH  |  ITA  |  Structural Design  |  DOCTORAL THESES  |  INFORMING STRUCTURAL DESIGN 
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The present work inscribes to a broader discourse on the mode of reasoning in structural studies. Do the inquiries on the theme of structure, building structure in particular, employ a reflective or projective mode of reasoning? Therefore, the study discusses the potential of the physical model as a means for creative structural inquiries, arguing conversely for the design component of structural studies.

A brief review of the most characteristic cases in architecture education brings evidence of the prevailing reflective rationale. An alternative is sought, to illustrate instances of a projective mode of reasoning. Balmond's informal is suggested as the theoretical framework for a praxis of creative rationale and conceptual awareness.

The idiosyncratic, yet seminal, research of Le Ricolais is singled out to highlight "design-erly ways" in structural studies; the physical model is employed within a "serial approach" as a material diagram to visualize conceptual patterns. The imperative to further unfold this potential on a systematic basis leads to architectural studies, bringing into play a trans-disciplinary perspective. The Austin pedagogy offers a paradigm by excellence to discuss conceptual awareness by means of perceptual constructs in a synthetic praxis; the physical model serves as a conscious methodological vehicle for interactive visual thinking disclosing the "dialectics of physical modelling", especially appropriate for the design culture.

Building on these foundations, a couple of educational practices, exploring the notions of the structural concept and the material diagram, are discussed to suggest possible tracks in expanding a projective rationale in structural inquiries by means of physical models.

last modified 20.6.2018