scholarly journals Entre les lignes ou de bouche à l'oreille. Le Corbusier en roumain

2015 ◽  
Author(s):  
Radu Tudor Ponta
Keyword(s):  
Le Corbusier ◽  
Mots Clés ◽  
Professional Literature ◽  
The Third ◽  
Centennial Exhibition

Résumé: L'article construit l'image de l'auteur de livres Le Corbusier inversée dans le miroir de la culture architecturale roumaine telle que ces éclats permettent de le voir dans une littérature professionnelle qui semble l'avoir obstinément évité. Ainsi la version roumaine de l'auteur Le Corbusier sera le résultat de l'adition de trois images partielles: celle que forme la réflexion des idées corbuséennes dans les œuvres écrites des architectes modernes roumains de l'entre-deux-guerres; celle que propose l'anthologie de textes écrits par Le Corbusier, traduits et édités par Marcel Melicson en 1971 et, en suite, celle avancée par l'exposition de 1987, consacrée à célébrer le centenaire de la naissance de l'architecte. Ensemble ces trois tableaux font preuve des formes insolites que les idées de Le Corbusier assument dans l'histoire récente de la littérature professionnelle roumaine, et montrent les légers déplacements de substance que ces "traductions" engagent. Abstract: The paper focuses on Le Corbusier as author of books and looks at his inverted image such as it is developed in the Romanian architecture culture. The idea arises from the curious fact that the professional literature seems to have programmatically avoided him. In this paper, the Romanian author Le Corbusier will be the uneven sum of three partial images: the first is provided by the reflection of corbusean ideas in the writings of Romanian modern architects between the two World Wars. The second is given by the collection of Le Corbusier's writings, translated and edited by Marcel Melicson in 1971. And finally the third is that of the 1987 centennial exhibition hosted by the Bucharest architecture school. Together these three images testify to the peculiar shapes that Le Corbusier's ideas take in the recent Romanian professional literature and also to the subtle displacement of meaning that these "translations" suggest.  Mots-clés: traductions de Le Corbusier en roumain; affinités personnelles/modèles interdits; circulation et interprétations des idées; synthèses éloignées. Keywords: translations of Le Corbusier in Romanian; personal affinities/forbidden models; circulation and interpretation of ideas; distant syntheses. DOI: http://dx.doi.org/10.4995/LC2015.2015.770 

scholarly journals « L’espace indicible »: conceptions et textualités

2015 ◽  
Author(s):  
Mickaël Labbé
Keyword(s):  
Le Corbusier ◽  
Central Place ◽  
Spiritual Experience ◽  
The Other ◽  
Architectural Theory ◽  
Mots Clés ◽  
The Past ◽  
Other Hand ◽  
The One ◽  
Experiential Quality

Résumé: La notion d’« espace indicible » occupe sans conteste une position centrale dans la théorie architecturale de Le Corbusier après 1945. Loin d’être un simple mot-valise ou un signifiant vide de sens, le concept d’espace indicible vise à penser le sommet de l’expérience esthétique et spirituelle dont est passible l’architecture, cela tant pour rendre compte de l’émotion plastique ressentie face aux chefs-d’œuvre du passé que pour décrire la qualité de l’expérience que l’architecte cherche à produire par ses propres œuvres. Ainsi, dans l’œuvre de Le Corbusier, l’expression « l’espace indicible » désigne non seulement un concept, mais également un ensemble textuel dans lequel la notion est thématisée et au travers duquel elle se constitue progressivement. L’objectif de cet article est double : d’une part, proposer une description des déterminations principales du contenu donné par Le Corbusier à la notion d’« espace indicible » ; d’autre part, à partir de l’examen des archives, faire le point sur les textes dans lesquels ce concept se formule. Abstract: The concept of “ineffable space” unquestionably occupies a central place in Le Corbusier's architectural theory after 1945. Far from being a portmanteau or a signifier devoid of meaning, the concept of ineffable space is aimed at conceiving the height of aesthetic and spiritual experience rendered possible by architecture. This is as much to realise plastic emotion felt in front of masterpiece from the past as to describe the experiential quality that the architect seeks to produce in his/her own work. Thus, in Le Corbusier’s oeuvre, the expression “ineffable space” not only denotes a concept but also a textual whole in which the concept is thematised and through which it is progressively constituted. The aim of this article is two-fold. On the one hand, I propose a description of the principle determinants of the content that Le Corbusier assigns to the concept of “ineffable space”, and on the other hand, analysing the archives, I wish to take stock of the texts in which this concept is formulated.  Mots-clés: Le Corbusier; espace indicible; théorie architecturale. Keywords: Le Corbusier; ineffable space; architectural theory. DOI: http://dx.doi.org/10.4995/LC2015.2015.470

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS LANGUE-CULTURE : REPRÉSENTATIONS, ENJEUX ET CHOIX

FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Razika BENTAYEB
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Educational Institution ◽  
Premier Lieu ◽  
Mots Clés ◽  
The Third ◽  
Knowing That ◽  
Teaching Learning

RÉSUMÉ. S’il est légitime que chaque langue-culture en tant que système ait ses défenseurs qui veillent à la préserver en gagnant plus d’espace par rapport à d’autres systèmes, la classe du français langue étrangère, dans le contexte algérien, se présente comme un des lieux de rencontre des langues-cultures, d’échanges mais aussi de tensions, voulu par les politiques comme un lieu de défense et de préservation. Sachant que l’institution éducative algérienne veille à la formation de la personnalité des apprenants en prenant en charge en premier lieu les valeurs identitaires qui se déploient à travers la notion d’algérianité; ainsi préserver la culture des apprenants c’est préserver l’algérianité de ces derniers. Mais, en quoi et comment peut-elle contribuer à la préservation des intérêts identitaires nationaux à travers l’enseignement d’une langue étrangère à savoir le FLE ? Les résultats de l’analyse du manuel scolaire de français de la 3ème AS ont démontré que l’institution éducative algérienne propose un enseignementapprentissage du français langue étrangère réduit de sa substance culturel alors que les didacticiens insistent plus que jamais sur le fait que l’on ne peut enseigner-apprendre une langue sans sa culture. Mots-clés : FLE, l’écart, institution éducative, manuel scolaire, représentation.  ABSTRACT. While it is legitimate that each language-culture as a system has its defender who are careful to preserve it by gaining more space compared to other systems, the class of French as a foreign language, in the Algerian context, presents itself as one of the meeting places of languages and cultures, exchanges but also tensions, wanted by politicians as a place of defense and preservation. Knowing that the Algerian educational institution is concerned with the formation of personality, which is the first component of the overall profile, learners in the first name in charge first of all of the identity values deployed through the notion of Algerianism; Thus preserving the culture of the learners is preserving the algerianity of the latter. However, what and how can it contribute to the preservation of national identity interests through the teaching of a foreign language, the FLE? The results of the analysis of the French textbook of the third ASE showed that the educational institution proposes a teaching-learning of the FLE reduced of its cultural substance whereas the didacticians insist that one can not teach- Learn a language without her culture. Keywords : educational institution, FLE, gap, representation, textbook

scholarly journals Research Support Priorities of and Relationships among Librarians and Research Administrators: A Content Analysis of the Professional Literature

2018 ◽  
Vol 13 (4) ◽  
pp. 15-30 ◽  
Author(s):  
Cara Bradley
Keyword(s):  
Content Analysis ◽  
Data Management ◽  
Third Space ◽  
Research Data ◽  
The Other ◽  
Research Support ◽  
Professional Literature ◽  
The Third ◽  
Research Data Management ◽  
Research Administrators

Abstract Objective - This research studied the recent literature of two professions, library and information studies (LIS) and research administration (RA), to map the priorities and concerns of each with regard to research support. Specifically, the research sought to answer these research questions: (1) What are the similarities and differences emerging from the LIS and RA literatures on research support? (2) How do librarians and research administrators understand and engage with each other’s activities through their professional literatures? (3) Do Whitchurch’s (2008a, 2008b, 2015) concepts of bounded-cross-boundary-unbounded professionals and theory of the “third space” provide a useful framework for understanding research support? Methods - The research method was a content analysis of journal articles on research-related topics published in select journals in the LIS (n = 195) and RA (n = 95) fields from 2012-2017. The titles and abstracts of articles to be included were reviewed to guide the creation of thematic coding categories. The coded articles were then analyzed to characterize and compare the topics and concerns addressed by the literature of each profession. Results - Only two (2.2%) RA articles referred to librarians and libraries in their exploration of research support topics, while six (3.1%) LIS articles referred to the research office or research administrators in a meaningful way. Of these six, two focused on undergraduate research programs, two on research data management, and two on scholarly communications. Thematic coding revealed five broad topics that appeared repeatedly in both bodies of literature: research funding, research impact, research methodologies, research infrastructure, and use of research. However, within these broad categories, the focus varied widely between the professions. There were also several topics that received considerable attention in the literature of one field without a major presence in that of the other, including research collaboration in the RA literature, and institutional repositories, research data management, citation analysis or bibliometrics, scholarly communication, and open access in the LIS literature. Conclusion - This content analysis of the LIS and RA literature provided insight into the priorities and concerns of each profession with respect to research support. It found that, even in instances where the professions engaged on the same broad topics, they largely focused on different aspects of issues. The literature of each profession demonstrated little awareness of the activities and concerns of the other. In Whitchurch’s (2008a) taxonomy, librarians and research administrators are largely working as “bounded” professionals, with occasional forays into “cross-boundary” activities (p. 377). There is not yet evidence of “unbounded” professionalism or a move to a “third space” of research support activity involving these professions (Whitchurch, 2015, p. 85). Librarians and research administrators will benefit from a better understanding of the current research support landscape and new modes of working, like the third space, that could prove transformative.

Influence without anxiety: Jørn Utzon, Silkeborg Museum and Le Corbusier

2000 ◽  
Vol 4 (2) ◽  
pp. 106-122 ◽  
Author(s):  
Richard Weston
Keyword(s):  
Le Corbusier ◽  
Modern Architecture ◽  
Comprehensive Assessment ◽  
Third Generation ◽  
The Third

Although hailed by Sigfried Giedion as the leader of the Third Generation of modern architects, Jørn Utzon has generally been interpreted as a Nordic regionalist, in succession to Asplund and Aalto. Drawing on both familiar and unpublished material, taken from a monograph to be published by Edition Bløndal later this year, the paper explores striking, but previously neglected or ignored parallels between the work of Utzon and Le Corbusier. A comprehensive assessment of Utzon's work is long overdue, and should situate him in the mainstream of international modern architecture.

Utzon

2003 ◽  
Vol 7 (2) ◽  
pp. 183-186
Author(s):  
Richard Weston
Keyword(s):  
Twentieth Century ◽  
Second Generation ◽  
Le Corbusier ◽  
Third Generation ◽  
Avant Garde ◽  
The Third ◽  
Theoretical Position ◽  
Long Time ◽  
Acoustic Separation ◽  
Mies Van Der Rohe

It has taken a long time to be able to assess Jørn Utzon's importance. Until the end of the twentieth century, the architect described by Sigfried Giedion as the most important of the ‘third generation’ hardly appeared in its literature. By contrast we had no such problem with Le Corbusier: there were the Oeuvres Complètes. It was easy to consult any building, indeed sketch, and along the way to be thoroughly coerced into his theoretical position. His massive and megalomaniac contribution to the last century could be studied first through L'Esprit Nouveau, the avant-garde magazine which promulgated him – ‘17.23, 2me février, 1926, Grande Pensée de L-C …’ and so forth – and later through the archives and sketchbooks. Wright suffered from too many publications. After the Wasmuth Portfolio of 1910 there was no single, accessible reference to his huge output: his theory tended to the verbose, and he was devious in concealing his own sources, most especially his debt to Japan. Mies van der Rohe wrote little and was famously gnomic; his buildings supplied his ‘text’. The so-called second generation, Aalto and Kahn, were well served in terms of publication of their work. The former's theoretical position took much posthumous teasing-out by critics to become widely understood. He could overcome people's ignorance of Finnish – for example, by his 1961 definition ‘acoustic separation is kilograms’ and by his stupefied reaction to the question of what module he used: ‘a millimetre, more or less!’ – but he wrote little.

Kahn's Modernism and its Renewal

2018 ◽  
pp. 4-5
Author(s):  
David N. Fixler
Keyword(s):  
Original Work ◽  
Le Corbusier ◽  
The Third ◽  
Lasting Effect ◽  
The One ◽  
Over Time

The late architect and historian Stanford Anderson once remarked that authenticity is the third rail of architectural debate — a place to venture at one’s peril. Notwithstanding, any architectural intervention demands that we engage and understand what is essential — authentic — in the original to its creator, those for whom it was created and all those all who experience it — to ensure fidelity to the character and integrity of the original work. Louis I. Kahn was one of a handful of truly significant architects of the last 75 years, and arguably the one who (with Le Corbusier) will have the most lasting effect upon architecture over time. As we now assess his legacy and develop interventions for renewal, it is instructive to contemplate how our understanding of Kahn’s aesthetic of authenticity — buildings as “instrument[s] that exaggerate, and so heighten one’s awareness of nature’s infinite variations” — should affect our approach to their conservation, adaptation and renewal.

scholarly journals Foreign language education to seniors through intergenerational programmes

2017 ◽  
Vol 5 (1) ◽  
pp. 103-117
Author(s):  
Ctibor Határ ◽  
Petra Jedličková ◽  
Marianna Müller de Morais
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Social Needs ◽  
Intergenerational Learning ◽  
Target Groups ◽  
Professional Literature ◽  
Children And Young People ◽  
The Third ◽  
Wide Range

Abstract The intergenerational learning within various types of social environment and in relation to different target groups has long covered a wide range of uses. The professional literature mostly describes its benefits for children and young people, however, the intergenerational education also contributes to the development of personality and the saturation of the educational and psycho-social needs of both adults and seniors. The paper represents the authors’ output of the VEGA research project No. 1/0176/15 and it is structured into three chapters. In the first chapter, the author deals with the opportunities of the foreign language education for (not only) disabled seniors. The second chapter focuses on the intergenerational programmes that can be used in the language education of (not only) disabled seniors who are clients of social residential facilities. In the third chapter, the author elaborates the psychological aspects of the foreign language education of seniors.

scholarly journals Possibles liens avec le monde Antique. La suggestion des ruines dans les œuvres de Le Corbusier: de l'architecture Romaine au bâtiment de la Haute-Cour de Justice de Chandigarh

2015 ◽  
Author(s):  
Chiara Roma
Keyword(s):  
Le Corbusier ◽  
Educational Process ◽  
Roman Architecture ◽  
Mots Clés ◽  
Architectural Production ◽  
Theoretical Assumptions ◽  
The Will ◽  
Cour De Justice ◽  
The Relationship ◽  
Archaeological Landscape

Résumé: La recherche s'intéresse à la formation de Le Corbusier et à sa capacité d'abstraction au travers des mémoires, images liées à la connaissance du monde antique; un approfondissement qui traite le lien entre les œuvres du Maître et l'étude de l'architecture romaine, soulignant ainsi deux clés de lecture: une liée à l'archétype des modèles classiques, et une seconde liée aux ruines et à son paysage archéologique. Si la première laisse apparaitre clairement la composante rationnelle, volonté de poursuivre une architecture universelle, dans laquelle s'affirme l'utilisation de la raison que seuls les archétypes peuvent enseigner; la seconde tente de délimiter la relation entre le pouvoir évocateur de la ruine et les suggestions personnelles de l'architecte. Parcourant les phases de sa formation, la recherche se concentre sur les connaissances que le jeune Jeanneret acquiert durant son séjour allemand (1910-1911), première phase d'étude de l'architecture romaine qui alimente un intérêt destiné à se développer grâce à l'expérience du Voyage d'Orient et à l'approfondissement de certaines sources, tels que les vues de Piranesi. Cet approfondissement se retrouve dans de nombreux dessins et réflexions contenus dans les carnets 4 et 5 rédigés durant le séjour romain. Ces expériences représenteront une source d'inspiration pour sa production architecturale et théorique, présuppositions qui semblent apparaitre dans certaines œuvres de l'architecte y compris la Haute Cour de Justice de Chandigarh en 1952. Abstract: The research focuses on Le Corbusier educational process and on his ability to abstract, through his memories, the images related to the knowledge of the Ancient World; a study that addresses the clear connection between the works of Le Corbusier and his knowledge of Roman architecture, outlining two interpretations: the first one linked to the archetype of classic models, and the second one to ruins and archaeological landscape. The first interpretation clearly illustrates the rational perspective, the will to pursue an universal architecture distinguished by use of reason, that only archetypes can teach, whereas the second interpretation attempts to outline the relationship between the evocative influence of the ruin and the personal suggestions of the architect. Retracing the steps of his educational process, the research investigates the knowledge acquired by the young Jeanneret during his German stay (1910-1911). This is the first phase of the study of Roman architecture, that inspires him an interest that will be pursued later through the experience of the Voyage d 'Orient and the study of some sources, such as Piranesi's views. This learning is reflected in numerous drawings and reflections contained in Carnet 4 and in Carnet 5, elaborated during his stay in Rome. These experiences will be a source of inspiration for his architectural production and theoretical assumptions, and they seem to be reflected in some works of the architect, as the Chandigarh Haute Cour of 1952.  Mots-clés: ruines; architecture Romaine; Villa Adriana; Haute Cour. Keywords: ruins; Roman architecture; Villa Adriana; Haute Cour. DOI: http://dx.doi.org/10.4995/LC2015.2015.728 

scholarly journals Les « Unités » Modulor dans la Philosophie de l’Espace de Gaston Bachelard

2015 ◽  
Author(s):  
Aurosa Alison
Keyword(s):  
Twentieth Century ◽  
Le Corbusier ◽  
Mots Clés ◽  
Gaston Bachelard ◽  
Lived Space ◽  
Carl Gustav Jung ◽  
A Current

Résumé: Celui du Modulor est le premier exemple de la mesure humaine utilisée dans l’architecture. L’architecture de la moitié du vingtième siècle a été influencée par les projets de Le Corbusier. En même temps, la pensée de Gaston Bachelard s’évolue contextuellement au Mouvement Moderne et en 1957 le philosophe publie le célèbre ouvrage « La Poétique de l’espace ». Une bonne partie de sa pensée a été influencée par l’étude des quatre éléments naturels, par une conception de l’espace intime et par les différents développements de l’image de la maison. La description de la maison, dans les mots de Bachelard, correspond aux thèses principales de Carl Gustav Jung sur les différentes étapes de l’âme. Dans cette étude nous analysons les liaisons entre une conception intime de l’espace vécu et la pensée progressive de l’architecture moderne. A travers les exemples suggérés par l’Unité d’Habitation et par le Cabanon de Le Corbusier, nous voulons illustrer les dynamiques d’une philosophie de l’espace, émotionnelle, intime et secret. Abstract: The Modulor is the first example of the human measure. The architecture of the second part of the twenty century was influenced by Le Corbusier works. The development of the thought of Gaston Bachelard is contextualized in the second half of the twentieth century too, he writhed the Poetic of the Space on 1957. His philosophy was influenced based on the study of the four natural elements, up to the conception of intimate space, namely that of the house. The Bachelard house description corresponds to the Carl Gustav Jung’s theses about the soul life and the soul stadium. In this paper we analyse the correspondences between an intimate conception of the lived space and an architectural progressive thought. Throw the examples of Le Corbusier’s Unité d’Habitation and of Le Corbusier’s Cabanon we try to explain the emotional, intimate and secret dynamic of a current Space Philosophy.  Mots clés: Unités, Modulor, Architecture, Mouvement Moderne, Gaston Bachelard, Poétique de l’espace, Espace intime. Keywords: Unités, Modulor, Architecture, Gaston Bachelard, Space Philosophy, Intimate Space. DOI: http://dx.doi.org/10.4995/LC2015.2015.1045

scholarly journals Learning from Le Corbusier

2015 ◽  
Author(s):  
Laurent J Duport
Keyword(s):  
Educational Experience ◽  
Le Corbusier ◽  
Architectural Education ◽  
Mots Clés ◽  
Relevant Today ◽  
The World ◽  
The Subject ◽  
Collective Housing ◽  
Keywords Education ◽  
Educational Field

Résumé: Interrogé sur l’enseignement de l’architecture, et bien qu’il ait exposé ses idées sur le sujet principalement dans deux de ses livres : « Précisions » (1930) et « Sur les quatre routes » (1941) Le Corbusier répond : « Je n’ai jamais reçu d’enseignement proprement dit. Je suis autodidacte même dans le sport. ». La formidable puissance didactique de Le Corbusier réside en cinq points : sa formation, son positionnement théorique, son invention de typologies, sa diffusion de l’architecture, sa production prolifique. Ainsi, bien au-delà de l’Œuvre Complète Le Corbusier offre à qui veut s’en servir un champ pédagogique particulièrement riche à découvrir et à partager. Aucun programme ne lui a échappé que ce soit les villas ou maisons, le logement collectif, les bureaux, les équipements (publics ou privés), les bâtiments institutionnels, les musées, les usines : tout est matière à invention. Cette invention s’accompagne de sa diffusion de l’architecture, de ses idées, à travers publications et conférences à travers le monde. Mais cela n’est rien comparé à sa production aux échelles variées de l’habitat minimum jusqu’à l’édifice monumental. C’est pourquoi avec le regard porté sur le projet des Quartiers Modernes Frugès construits à Pessac en 1926 nous examinerons comment ce « laboratoire » constitue une expérience pédagogique qui a valeur d’exemplarité et toujours d’actualité. Abstract: Asked about the architectural education and although he outlined his ideas on the subject mainly in two of his books: "Précisions" (1930) and "Sur les quatre routes" (1941), Le Corbusier replied: "I have never received proper education. I am self-taught even in sport. ". The amazing power of Le Corbusier’s didactic resides in five points: his training, his theoretical positioning, his invention of typologies, his diffusion of architecture, his prolific production. Thus, beyond his “Oeuvres Complètes” Le Corbusier offers to whom wants to use it, a rich educational field to discover and share. No program has eluded him whether it is villas or houses, collective housing, offices, facilities (public or private), institutional buildings, museums, factories : everything is material for invention. This invention is accompanied with his diffusion of architecture, of his ideas in books or lectures all over the world. But this is nothing compare to his production to various scales from the minimum housing to the monumental building. Therefore with the close look on the Modern Quarters Frugès project built in Pessac in 1926 we will examine how this "laboratory" is an educational experience that has of exemplarity value and is still relevant today.  Mots-clés: Enseignement, Habitat, Patrimoine XXe, polychromie, Restauration. Keywords: Education, Housing, Heritage XXe, Polychromie, Restoration. DOI: http://dx.doi.org/10.4995/LC2015.2015.660

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