To think an architecture in advance, to concretize the first structural, spatial, sensual or atmospheric determinations, requires parallel thinking and multidimensional consideration of the unity of the entity of man, space, construction and form.
This complexity of architecture and building cannot be mastered by merely accumulating knowledge or reducing the whole to selected parameters. The ability to control the multiple parallelism of thinking and acting seems to me elementary and essential for the realization of architectural intentions. It is one of the most important basic requirements for the activity of future architects.
At the same time, it can be seen that for architecture students, it is precisely simultaneous thought processes that involve the interaction between context, concept, spatial organization, construction and spatial mood, with the aim of arriving at a synthesizing result, that represent a hurdle. This is understandable because these are the very most difficult steps in the design process. In order to meet this task, the methodology centers on the consecutive process of teaching, which enables the systematic acquisition, elaboration and transmission of knowledge.
Transforming and translating conceptual formulations and strategies into physical-spatial experiential structures and constructs is a long process. Architecture takes time. Study also takes time.
The goal is to explore and develop the methods, strategies, and techniques together as design tools. These craft qualities should be internalized through constant practice so that they can ultimately be individualized and personalized. The goal is not to copy the preconceived images of architecture, but to create one's own architectural reality. Students should be encouraged to develop into curious seekers and critical thinkers.
