(BIOLOGICAL) LIFE: THE PEDAGOGY OF AN ARCHITECTURAL CONCEPT

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dc.contributor.author Loo, Stephen.
dc.date.accessioned 2007-10-05T01:24:14Z
dc.date.accessioned 2012-12-15T02:35:14Z
dc.date.available 2007-10-05T01:24:14Z
dc.date.available 2012-12-15T02:35:14Z
dc.date.issued 2007-10-05T01:24:14Z
dc.identifier.uri http://hdl.handle.net/2100/481
dc.identifier.uri http://hdl.handle.net/10453/19702
dc.description.abstract This paper analyses the techniques and technologies mobilized under the imprimatur of biological life in architectural production beyond their manifestations as (bio)mimetic processes. The arguments do not take ‘life’ as a priori to architectural thinking, but as immanent to each enactment of technique or application of technology within the biological paradigm. Using the work of Roger Caillois on pyschasthenia as the collapse of space between an organism and its milieu, the analysis avoids elevating biological life to a transcendent concept. Biological life in architecture instigates the pragmatic concern for whether a philosophical or scientific concept works, or matters, regardless of whether it fits within an ontology or metaphysics. Thus, architectural production using biological life subscribes to a Deleuzo-Guattarian “pedagogy of a concept” – the creation of perceptual and affective habits that are self-jeopardising and highly idiosyncratic to ensure further concept formation. en
dc.format.extent 163542 bytes
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject immanence en
dc.subject pedagogy en
dc.subject biomimicry en
dc.subject biological life en
dc.title (BIOLOGICAL) LIFE: THE PEDAGOGY OF AN ARCHITECTURAL CONCEPT en
dc.type Article en


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