The Hand of the Engraver

<p>The manner in which we dwell leaves scars upon the landscape. These scars are often left behind long after occupancy ceases. Countless derelict landscapes across New Zealand bear these scars left by human occupancy, but many are too advanced for remediation. Rather than removing scars, this thesis proposes allowing future generations to witness these scarred landscapes so that their intrinsic stories can provide important lessons for the future, while helping to provide unexpected new approaches to the revitalisation of these sites. Quartz Reef Point in Central Otago has been selected as the site for this design-led research investigation; it is an abandoned strip mine that appears so violated, that it has lost all apparent means of restoration or reuse. This design-led research project proposes that by building upon these scars, rather than ignoring or hiding them, these scars can be reinterpreted as lessons for the future that can help enable future generations to learn from past mistakes. The damage at Quartz Reef Point strip mine has been caused by ‘scratching’ the surface of the site so severely that natural systems have suffered inexorable damage. In the art of engraving, the surface of a copper plate is also deeply scratched––and the resulting ‘damage’ to the plate allows a story to unfold. This design research investigation looks at how the art of engraving can be applied to architectural design processes in ways that help tell the story of severely damaged sites such as Quartz Reef Point. Hans-Jörg Rheinberger’s book The Hand of the Engraver: Albert Flocon Meets Gaston Bachelard is used to establish a framework for this investigation. In this book, the architectural engraver, Albert Flocon, shares dialogues with the architectural philosopher, Gaston Bachelard––two distinct points of view about storytelling. The thesis proposes that when these two points of view are integrated with the voice of the architectural designer, the thesis author, new approaches for meaningful architectural interventions can be discovered to help bring the story of Quartz Reef Point to life for future generations. Using Hans-Jörg Rheinberger’s book The Hand of the Engraver as a generative starting point, the thesis investigation asks the research question: how can the engraver, the philosopher and the architectural designer be brought together to explore new ways of looking at scarred landscapes that not only reinvigorate them, but offer their tales as important lessons for the future? This investigation proposes that architecture can engage scars on the landscape in narrative ways that enhance visitors’ awareness about the site and its tragic history. Jerome Bruner, senior research fellow at New York University, outlines a framework that he argues is necessary to advance a successful fictional narrative. Architectural heritage theorist Jennifer Hill discusses how retaining visible scars in the built environment can offer insights into how the ongoing transformations of a site contribute actively to the narrative of place. Environmental psychologist Jonathan Sime argues that contextual elements of derelict sites, in combination with a fictional narrative, can culminate in an enhanced ‘sense of place’ through unexpected architectural responses. This thesis proposes to integrate the theoretical arguments of Jerome Bruner, Jennifer Hill, and Jonathan Sime in a design-led research approach to the reinvigoration of severely scarred landscapes. In the thesis investigation, architectural elements and environmental scars are conceptualised as overlapping, each line advising the other. In this way, the thesis looks to communicate contextual narratives in a way that not only revitalises place identity, but also enables us to fully engage a site’s heritage and learn from past mistakes.</p>

The Hand of the Engraver

<p>The manner in which we dwell leaves scars upon the landscape. These scars are often left behind long after occupancy ceases. Countless derelict landscapes across New Zealand bear these scars left by human occupancy, but many are too advanced for remediation. Rather than removing scars, this thesis proposes allowing future generations to witness these scarred landscapes so that their intrinsic stories can provide important lessons for the future, while helping to provide unexpected new approaches to the revitalisation of these sites. Quartz Reef Point in Central Otago has been selected as the site for this design-led research investigation; it is an abandoned strip mine that appears so violated, that it has lost all apparent means of restoration or reuse. This design-led research project proposes that by building upon these scars, rather than ignoring or hiding them, these scars can be reinterpreted as lessons for the future that can help enable future generations to learn from past mistakes. The damage at Quartz Reef Point strip mine has been caused by ‘scratching’ the surface of the site so severely that natural systems have suffered inexorable damage. In the art of engraving, the surface of a copper plate is also deeply scratched––and the resulting ‘damage’ to the plate allows a story to unfold. This design research investigation looks at how the art of engraving can be applied to architectural design processes in ways that help tell the story of severely damaged sites such as Quartz Reef Point. Hans-Jörg Rheinberger’s book The Hand of the Engraver: Albert Flocon Meets Gaston Bachelard is used to establish a framework for this investigation. In this book, the architectural engraver, Albert Flocon, shares dialogues with the architectural philosopher, Gaston Bachelard––two distinct points of view about storytelling. The thesis proposes that when these two points of view are integrated with the voice of the architectural designer, the thesis author, new approaches for meaningful architectural interventions can be discovered to help bring the story of Quartz Reef Point to life for future generations. Using Hans-Jörg Rheinberger’s book The Hand of the Engraver as a generative starting point, the thesis investigation asks the research question: how can the engraver, the philosopher and the architectural designer be brought together to explore new ways of looking at scarred landscapes that not only reinvigorate them, but offer their tales as important lessons for the future? This investigation proposes that architecture can engage scars on the landscape in narrative ways that enhance visitors’ awareness about the site and its tragic history. Jerome Bruner, senior research fellow at New York University, outlines a framework that he argues is necessary to advance a successful fictional narrative. Architectural heritage theorist Jennifer Hill discusses how retaining visible scars in the built environment can offer insights into how the ongoing transformations of a site contribute actively to the narrative of place. Environmental psychologist Jonathan Sime argues that contextual elements of derelict sites, in combination with a fictional narrative, can culminate in an enhanced ‘sense of place’ through unexpected architectural responses. This thesis proposes to integrate the theoretical arguments of Jerome Bruner, Jennifer Hill, and Jonathan Sime in a design-led research approach to the reinvigoration of severely scarred landscapes. In the thesis investigation, architectural elements and environmental scars are conceptualised as overlapping, each line advising the other. In this way, the thesis looks to communicate contextual narratives in a way that not only revitalises place identity, but also enables us to fully engage a site’s heritage and learn from past mistakes.</p>

Um olhar na teoria da aprendizagem de Bruner sobre o ensino de Ciências

Diversos modelos que buscam explicar o processo de aprendizagem foram sendo estruturados para que se possa entender aspectos relacionados ao ensino. Esses modelos, chamados de Teorias de Aprendizagem, servem então para mudar panoramas, pois, sabe-se que a forma com que o ensino vem sendo conduzido é ineficaz. Tendo como referência os rumos que o ensino está tomando, visto que o mesmo apresenta-se descontextualizado com a realidade e interesse dos alunos, procura-se neste artigo apresentar a Teoria de Aprendizagem estruturada por Jerome Bruner, de maneira a abordar seus fundamentos teóricos, a fim de que os mesmos possam ser empregados como referencial de apoio às atividades didáticas e que possa possibilitar que ensino alcance resultados positivos. Desta forma, espera-se contribuir na melhoria da qualidade do ensino, em especial o Ensino de Ciências em escolas brasileiras, visto que em outros países da Europa e Estados Unidos, a Teoria de Jerome Bruner já vem sendo trabalhada e divulgada promovendo um ensino voltado às particularidades cognitivas de cada indivíduo.

Peran Teori "Discovery Learning" Jerome Bruner Dalam Pembelajaran Pendidikan Agama Islam

Learning is not merely a relationship between stimulus and response, but learning from the point of view of cognitivism is a deep thought process. Cognitivism prioritizes the learning process rather than learning outcomes and reveals that there is a need for learning methods that can activate student cognitive in the learning process. Jerome Bruner provides 3 stages of learning that can influence children's cognitive development, namely through active, iconic and symbolic learning. Bruner, who is an expert in cognitive developmental psychology, contributed discovery leaning learning theory or often called discovery learning. Bruner has also provided a cognitive learning step that he designed with six learning steps, starting from stimulation, problem identification, data collection, data processing to verification and conclusion drawing. The research was conducted qualitatively through observation and interviews by looking at the role of discovery learning theory in Islamic Islamic education learning at SMPN 3 Kalasan Sleman Yogyakarta. The results of the study reveal that discovery learning theory is very beneficial for students' cognitive development which is also well implemented, although not all learning materials can use this theory.

Modelo innovador TAC para fortalecer estrategias de comprensión lectora

La investigación tuvo como objetivo proponer un modelo innovador de Tecnología para el Aprendizaje y el Conocimiento, basado en la teoría del andamiaje de Jerome Bruner que permitirá el fortalecimiento de las estrategias de comprensión lectora en los docentes de la Unidad Educativa Dr. José Vicente Trujillo, Guayaquil. La metodología fue de enfoque cuantitativo de tipo propositivo con un diseño no experimental. Para el diagnostico se utilizó la encuesta para identificar el desconocimiento de estrategias de comprensión lectora de los 17 docentes, quienes constituyen nuestra muestra, para identificar los elementos, componentes y dimensiones de las TAC, se revisó la literatura en fuentes primarias y bases de datos. Teniendo como resultado un modelo que se fundamenta metodológicamente a través de las políticas educativas ecuatorianas e internacionales. El modelo propuesto fortalecerá las capacidades de los docentes respecto a las estrategias pertinentes para trabajar con los estudiantes el nivel de la comprensión lectora.

Modelo 5E e aprendizagem por descoberta

A abordagem didática sobre a luz, no Ensino Médio, é usualmente realizada de maneira fragmentada e descontínua. Ela aparece em momentos curriculares distintos, como no estudo da óptica, da ondulatória, do eletromagnetismo, e, geralmente, não é reconhecida como fenômeno físico contemporâneo. Nesse sentido, com base em uma articulação entre a teoria psicológica de aprendizagem por descoberta, de Jerome Bruner, e a metodologia de ensino de ciências baseada na investigação na perspectiva 5E (Engage, Explore, Explain, Elaborate, Evaluate), este artigo discute a possiblidade de uma intervenção didática de quatro aulas, na qual o estudo da luz é usado como tema transversal, de modo que a óptica, a ondulatória, o eletromagnetismo, e algumas tecnologias modernas são apresentadas como temas-satélites em uma abordagem de ensino por descoberta.