ON THE HISTORICITY OF THE CREATIVE PROCESS: PARAMETRIC DIDACTICS IN ARCHITECTURAL DESIGN

Abstract

This work studies the obstacles and difficulties that stand up in front of the teaching of the architectural project and front of creativity under the aegis of digital technology. It questions the closing of the algorithm fieldin front of most architects and designers. It sheds light on cerebral functioning, which underlies creativity in its relationship with novelty in the era of digital disruption. Different insights on the technological inflection points reconfiguring our daily lives and our productivity for good or worse are called upon. We will highlight the intergenerational gap that currently characterizes the relationships linking students from a netocratic society to teachers with knowledge of practices deemed historical or even dated. Based on discoveries in neuropsychology, we then attempt to demonstrate how this discrepancy is at the center of the framework of any didactic approach focused on creativity. The essay conceptualizes the digital practice to include it under axioms able to contain its diversity and richness to become transmissible and teachable. Novelty is undeniably linked to creativity. Understanding the brain function that gives rise to novelty is a step toward understanding human creativity. Founding a conclusive pedagogy for a didactic architectural project cannot be established in a misunderstanding of the cognitive processes behind any creative act. Let's give an overview of how it works for some neuropsychologists.

Keywords

• digital didactics
• architecture
• parametric design
• epistemology
• architectural theory
• brain
• creativity