Professional Documents
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that the natural world proceeds according to its own internal dynamics,
http://www.icr.org/i/pdf/imp/imp-332.pdf
materialism,
Naturalism, commonly known as is a philosophical paradigm whereby
excludes any
terms of matter and physical phenomena. Naturalism, by definition,
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
NATURALISM
Naturalists were great admirers of the
perfection in the physical world, yet
no other reality aside found it difficult to give a satisfactory
one of the most significant
nature and the
from answer to how this came into being.
products of the 19th century Since they adopted positivist dogma,
world perceived by the atheistic atmosphere, influenced and believed only in concepts whose
five senses
Darwin and drove him to existence could be established by
offer an atheistic explanation for means of experiment and observation ,
life
they fiercely rejected the
Concepts such as Mother Nature
fact that nature was
nature itself was or clichés such as "Nature gave created by Allah. In their view,
regarded as its own some people superior abilities; nature created itself.
creator and arbiter nature made humans what they Darwin's theory served
are," naturalist/materialist philosophy, or to
be more accurate, the atheism that
underlay it. It therefore received
result of preconceptions support and was imposed on society as
imposed by naturalism. if it were a major scientific truth.
Otherwise, it would have been
regarded as the speculation of an
amateur biologist and quickly
forgotten.
Aug 15, 2009
http://us1.harunyahya.com/Detail/T/EDCRFV/productId/16487/NATURALISM
are the result of a blind and random process. Humanism differs from the more
life can have a meaning if we
extreme philosophy of nihilism, in that
assign a meaning to it. Life is only worth living if we ourselves make it worthwhile and
enjoyable. Humanism maintains that no objective or universal values exist. A person may be moral if he or she
creates a system of values and lives according them. A humanist would maintain that no one is
obligated to be moral. Therefore, humanism fails to provide moral objections to
immoral behavior.
Obviously, if no moral absolutes exist, you can't demonstrate that anything is wrong or
evil. Thus, in a humanist society, no one can really judge or condemn the choices or
actions of others.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
HUMANISM
Humanism: Life Without Real Meaning
Without God,
school system. We’ve removed God from the equations. we lose any transcendent
purpose for the universe in which we live.
Without God, we lose any transcendent purpose to give meaning to our individual lives.
We are nothing more than bugs struggling with survival until we die. All the achievements,
the sacrifices, the good and beautiful acts of some people, the ugly and dark acts of
others, are ultimately futile efforts of life. Without God, we lose any possibility for life after
death. When you remove the hope of heaven,
you remove the ultimate value and
purpose of life
What difference would it really make whether we lived like a Billy Graham or an Osama Bin Laden?
Everyone's fate would be the same anyway. This is the ultimate outlook of those who base their belief
system on humanism. Eat, drink and be merry – for tomorrow we die. Rather bleak, we think.
Investigate for yourself.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
/ LEARNING AND EDUCATION DEVELOPMENT /
/ ENVIRONMENT FOR LEARNING /
When these symbols grew into pictographs and letters, human beings Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All
created a written language and made the great cultural leap to literacy rights reserved.
“Dan (ingatlah) Aku tidak menciptakan jin dan manusia melainkan untuk
mereka menyembah dan beribadat kepadaKu.”
( Adz- Dzaariyaat 51 : 56 ) I only created jinn and man to
worship Me.
(Surat adh-Dhariyat, 56)
Di dalam ayat yang lain yang bermaksud :
http://nicesweetspace.blogspot.com/
http://nicesweetspace.blogspot.com/
LEARNING TO SEE
visual organs newborn babies cannot see their
surroundings clearly.
A few weeks - the eye's lens begins to adjust itself, letting the
baby focus on nearby objects.
God, Who created people and their eyes, gives us the
Soon – baby can grasp these objects with its hands, it finds that answer in His book. The Qur'an says that humans come out
in order to see objects placed close, all it needs to of their mother's womb knowing absolutely nothing; and
do is move its eyes a little. that sight, hearing and hearts are blessed upon them:
http://harunyahya.com/books/science/miracle_eye/miracle_eye_04.php
But how can a newborn possibly teach itself how to see, completely on
its own?
Naturalism & Humanism Friday, 11 September 2009
LEARNING AND EDUCATION DEVELOPMENT
Qabil dan Iqlima Habil dan Labuda
Al-Mâ'idah: 27-32
http://islam.elvini.net/rasul.cgi?nabi1
"Ah, here it is! Now I'm grasping and Carl Rogers 1983: 18-19
comprehending what I need and what I
want to know!"
http://www.infed.org/biblio/b-learn.htm
as if it is something is unproblematic
and that can be taken for granted
http://www.infed.org/biblio/b-learn.htm
http://www.newhorizons.org/nhfl/about/organization.htm
http://azlyrahman-illuminations.blogspot.com/2008/12/how-to-fix-malaysian-education-part-2.html
Subconscious Incompetence
first stage in the process of learning.
means that you are NOT consciously ware of what skill you lack.
as you come across situations you’re unfamiliar with, you’ll start to ponder about it.
You are not aware you don’t know how to drive a car.
Conscious Incompetence
means that you are aware that you lack a particular skill.
begin to realize that learning something new will enable you to be more effective and productive.
“practice makes perfect”,
create goals.
Now that you’ve come across a situation where you need to drive a car, you start practicing.
Conscious Competence
the person is now performing the skill persistently.
able to perform the skill, but still put full concentration and focus in using your skill right.
You are now able to drive a car, but need to focus on when to brake, your turn signals, adjusing the
mirror, etc.
Subconscious Competence
final stage in the process of learning
able to perform the task without thinking.
The skill becomes automatic and operates as if it were second nature.
able to do multi-tasking at the same time.
Now you’re able to drive a car with ease. You stop paying attention to all the basics of driving. Now
your able to talk on the cell phone, change gears, and eat while driving
These are the stages in which we learn. An addition to this, there is also a way we re-learn something.
Now that your familiar at our learning process, what is a skill your looking to master, and which stage are you at right
now?
http://www.persuasive.net/do-you-have-mad-learning-skills/
http://www.newhorizons.org/nhfl/about/organization.htm
Constant and varied exposure to new material encourages quicker and deeper learning
Equal opportunities form an integral part of the formal and informal curriculum
http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm
Good learning and teaching displays in classrooms and corridors reflecting a broad
and balanced curriculum which is well matched to the needs
Teaching resources and displays reflecting the multi-cultural and social diverse
nature of local and wider communities
Provide opportunities for students to interact with a culturally and socially diverse
range of people
e.g. through visits, visitors, pen friends, exchanges
Litter, graffiti or vandalism
Good development of school grounds
Tidy staff room and offices
A planned programme of improvements to the school environment
Purposefully organised classrooms
Up to date ICT is accessible
Staff take on responsibilities for areas of the school
http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm
Use visual display around the room to highlight key topics, key words, and key
concepts
Use visual display to tell the story of the topic which is being studied
visual display provides a good balance of images, symbols, pictures,
colour and text
Purchase games equipment, which encourages physical activity and co-operative play
http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm
Paint murals
http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm
variety of languages and scripts, mounts exhibitions to emphasise positive role models e.g.
achievements of females from a variety of ethnic groups in
Visual positive images of minority groups
management and science, achievement of males in the arts
positive role models for all and caring professions.
intervention strategies e.g. 'circle time', students with staff support, organise their own groups e.g.
Behavioural 'school councils', 'pupil courts' and school councils, where equality issues can be raised and
'mediation'. discussed.
students know where material, equipment students both individually and collectively to care for
Internal
and other learning resources are kept. resources and keep them in order.
http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm
Self Contained
interactive learning environments.
Free
It can be downloaded from
Comparable environments the installation/downloading
tutorial.
surprisingly easy
unlimited expertise while transform the tutorial
the latter only requires contents into your
learning new skills as you own.
need them from the built-
in tutorial.
ILE's libraries, and an ILE-based
Web-based Administration tutorial, to be installed
collectively or individually
as desired.
Award-Winning
ILE implements the teaching infrastructure upon which the lead developer's Taming the Electronic
Frontier course was based. This course won the $25,000 Paul Allen Foundation competition in 1997 as
the best distance education course nationwise.
http://www.virtualschool.edu/ile/
WebTops Zope product
Open Source
Progressive Inquiry
Free Software
Jamming tool
Fle3 > Knowledge Type sets
Design Thinking
GNU General Public Licence (GPL)
Knowledge Building tool
XML format (compatible with the Educational Modelling
Language - EML).
Fle3 is a web-based learning environment is supported by the European Commission in the Information Society Technologies (IST) framework;
IST-00-III.2 'School of Tomorrow' (ITCOLE project), Nordic Council of Ministers, the Nordic Governments (NordUnet2 / Fle2 project) and
UIAH Media Lab.
http://fle3.uiah.fi/
http://www.teachernet.gov.uk/teachingandlearning/library/learningenvironment/
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
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• AESTHETIC
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/ QUOTE /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
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http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
http://images.google.com.my/images?hl=en&safe=off&rlz=1C1CHMB_enMY338MY338&q=john+dewe
y&um=1&ie=UTF-8&ei=5tuiSt6pJNj-kAXr3tGBBA&sa=X&oi=image_result_group&ct=title&resnum=14
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
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/ HUMANIST MENIFESTO 1 /
/ QUOTE /
http://smed-timeline.wikispaces.com/file/view/John_Dewey_TimelineSMED705.jpg
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Life & Work
http://en.wikipedia.org/wiki/John_Dewey
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Life & Work
From 1904 until his death he was professor
of philosophy at both Colombia University
and Teachers College. In 1905 he became
president of the American Physiological
Dewey's most significant writings were "The Reflex Arc
Associations. He was a long-time member of
Concept in Psychology" (1896), a critique of a standard
the American Federation of Teachers.
psychological concept and the basis of all his further
Along with the historian Charles Beard,
work; Democracy and Education (1916), his celebrated
economists Thorstein Veblen and James
work on progressive education; Human Nature and
Harvey Robinson, Dewey is one of the
Conduct (1922), a study of the role of habit in human
founders of The New School of Social
behavior; The Publics & Its Problem (1927), a defense
Research.
of democracy written in response to Walter Lippmann’s
The Phantom Public (1925); Experience and Nature
(1925), Dewey's most "metaphysical" statement;
http://en.wikipedia.org/wiki/John_Dewey
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
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EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
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/ HUMANIST MENIFESTO 1 /
/ QUOTE /
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
• AESTHETIC
/ HUMANIST MENIFESTO 1 /
/ QUOTE /
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
The Modern Father of Experiential Education
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
• AESTHETIC
/ HUMANIST MENIFESTO 1 /
/ QUOTE /
Pragmatism: A Thinking about Solving Problems in a Practical and Sensible way rather than by
Fixed and Theories
Instrumentalism: A view that a Concept or Theory be Evaluated by how Effectively it Explain Georg Wilhelm
and Future Phenomena and Accurately it Describes Objective Reality. Friedrich Hegel
was
Founder of
Hegelianism
institutions and practices played in human life, he rejected belief in any static
ideal, such as an existence of God. He felt that only scientific method could
reliably further human good. He contributions to philosophy as such thinkers like Richard Rorty, Richard J.
Bernstein and Hans Joas have also reemerged with the reassessment of pragmatism, beginning in the late
1970s.
Pluralist are an entirely unrelated positions in monism of metaphysics and epistemology.
Relativist is the idea that some elements or aspects of experience or culture are relative to.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
EPISTEMOLOGY
Epistemology: known as Theory Of Knowledge is the branch of philosophy that
Studies The Nature, Methods, Limitations and Validity of Knowledge and Belief.
It addresses the questions:
What is knowledge?
How is knowledge acquired?
What do people know? Is knowledge a subset of that which
How do we know what we know? is both true and believed?
Why do we know what we know?
Knowledge
Distinguishing knowing that from knowing how
Self-Action: Prescientific concepts regarded humans, animals, and things as possessing powers of their own which
initiated or caused their own actions.
Interaction: as described by Newton, where things, living and inorganic, are balanced against something in a system
of interaction.
Transaction: where modern systems of descriptions and naming are employed to deal with multiple aspects and
phases of action without any attribution to ultimate, final, or independent entities, essences, or realities.
A series of characterizations of Transactions indicate the wide range of considerations involved.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
Beliefs
Whether someone's belief is true is not a prerequisite for someone to believe it. On the other hand,
AESTHETICS
He wrote a book; Art as Experience (1934) that talk on aesthetics. It is, according to his place in the
Pragmatist tradition that emphasizes community, a study of the individual art object as embedded
in (and inextricable from) the experiences of a local culture.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
• AESTHETIC
/ HUMANIST MENIFESTO 1 /
/ QUOTE /
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
• AESTHETIC
/ HUMANIST MENIFESTO 1 /
/ QUOTE /
Education, therefore,
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
I believe that the school is primarily a [Excerpted from the article, "My Pedagogic Creed," The School Journal,
social institution. Education being a Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
social process, the school is simply
that form of community life in which
all those agencies are concentrated
that will be most effective in bringing I believe that the school,
the child to share in the inherited as an institution, should
resources of the race, and to use his simplify existing social life;
own powers for social ends.
should reduce it, as it
were, to an embryonic
form. Existing life is so
complex that the child
ARTICLE II -- What the School Is cannot be brought into
contact with it without
either confusion or
distraction; he is either
I believe that the school must overwhelmed by the
represent present life - life as multiplicity of activities
real and vital to the child as
which are going on, so
that which he carries on in
the home, in the that he loses his own
neighborhood, or on the power of orderly reaction,
playground.
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
I believe that the social life of the child
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
is the basis of concentration, or Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
correlation, in all his training or growth.
The social life gives the unconscious
unity and the background of all his
efforts and of all his attainments. I believe that there is,
therefore, no
succession of studies in
I believe, therefore, that the ideal school
the true center of
curriculum. If education
correlation on the school
subjects is not science, nor is life, all life has, from
literature, nor history, nor the outset, a scientific
geography, but the ARTICLE III -- The Subject-Matter aspect, an aspect of art
and culture, and an
child's own social Of Education
aspect of
activities. communication. The
progress is not in the
I believe that education cannot be unified succession of studies
in the study of science, or so-called but in the development
nature study, because apart from human of new attitudes
activity, nature itself is not a unity; nature towards, and new
in itself is a number of diverse objects in
interests in, experience.
space and time, and to attempt to make
it the center of work by itself, is to
introduce a principle of radiation rather
than one of concentration.
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
I believe that
interests are the signs
I believe that the image is the
and symptoms of
great instrument of growing power. I
instruction. What a child gets believe that they
out of any subject presented represent dawning
to him is simply the images ARTICLE IV -- The Nature of Method capacities.
which he himself forms with Accordingly the
regard to it. constant and careful
observation of
interests is of the
outmost importance
for the educator.
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
I believe that education is
the fundamental method of
social progress and reform.
I believe that every
teacher should realize
the dignity of his calling;
I believe that education is a that he is a social
regulation of the process of servant set apart for the
coming to share in the social maintenance of proper
consciousness; and that the social order and the
adjustment of individual
securing of the right
activity on the basis of this ARTICLE V -- The School and
social consciousness is the social growth.
Social Progress
only sure method of social
reconstruction. I believe that in this way
the teacher always is the
prophet of the true God
and the usherer in of the
I believe, finally, that
the teacher is engaged,
true kingdom of God.
not simply in the
training of individuals,
but in the formation of
the proper social life.
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
• AESTHETIC
/ HUMANIST MENIFESTO 1 /
/ QUOTE /
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Humanist Manifesto 1
THIRD: Holding an organic view of life, humanists find that the traditional dualism
of mind and body must be rejected. FOURTH: Humanism
recognizes that man's religious culture and civilization, as clearly depicted by
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Humanist Manifesto 1
/ BIOGRAPHY/
EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM
• EPISTOMOLOGY
• AESTHETIC
/ HUMANIST MENIFESTO 1 /
/ QUOTE /
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ LEARNING AND EDUCATION DEVELOPMENT /
/ ENVIRONMENT FOR LEARNING /
Architectural education has demonstrated that in order to deal with the issues
enumerated by the critics, in order for the work to be truly of this, our modern world, it
was crucial not to abandon the discipline of architecture & reserve it for either planning
& engineering, or for sociology, psychology, or anthropology, or to take on in nostalgic
or populist evasions.
The tradition of a “theoretical” education for architects, based on the belief that
architecture was, like “problem-solving”, dependent on the notion of theory as a
methodology whose value depended exclusively on its efficient applicability following a
scientific model. As opposed to traditional apprenticeship, the “theoretical lessons” of
the architect consisted of information imparted in the classroom, which the architect
would apply to “solve” planning problems.
This insight, best summarized as “knowing through making” appeared as the result of
the deeply intimate & born-from-experience appreciation of the European artistic avant
-garde.
EDUCATION OF AN ARCHITECT : A POINT OF VIEW THE COOPER UNION SCHOOL OF ART & ARCHITECTURE . THE MONACELL PRESS . 1999
Naturalism & Humanism Friday, 11 September 2009
ISSUE : EDUCATION OF AN ARCHITECT
Rather, significant poetic work must be both metaphorical & critical. In retrospect, it is
easy to see why, understood as a form of thoughtful meditation, as source of discovery
that questioned the positivistic assumption of savoir pour prevoir (to know in order to
predict/plan), the education of the architect at Cooper, emphasizing making, could
assure its own future growth, & even a critique of the “rigidly abstruse theoretical
restrictions” that founded it.
Architectural education programs around the world continue to struggle, as we all must
continue, to internalize Cooper’s most profound lesson : the possibility of a work, a
pedagogical program, to remain continually open to spiritual development, beyond
formal . Everyone of us face the issues always anew, measuring our actions everyday
against the fundamental questions that make us human. This is a painful, personal task
that is the mark of relevant human works & that a true students of architecture must
learn to undertake.
EDUCATION OF AN ARCHITECT : A POINT OF VIEW THE COOPER UNION SCHOOL OF ART & ARCHITECTURE . THE MONACELL PRESS . 1999
Naturalism & Humanism Friday, 11 September 2009
ISSUE : EDUCATION OF AN ARCHITECT
Architectural work could be a receptacle of cultural meanings that opened the work to
participation by the inhabitant, obviously far beyond issues of use or social convenience
: its could address the questions that myth, poetry, & philosophy have always posed for
the purpose of grounding humanity in view of our self-conscious mortality & our
common capacity to think the infinite.
Indeed, no one could deny, then or today, that the architects need s to be well-
educated, not a s a filing cabinet of specialized know-how & discrete information but
rather as someone who knows where he or she stands, becoming responsible for a
personal making in view of dilemmas of contemporary culture, understanding why one
makes (& what one accepts as an ethical task) & not only how.
We have come to realize that words are indeed important & that architect must learn
to articulate poetic intentions in language, grounded in history, whose horizon, like
space of architecture, is also linguistic. The ethical imperative of architecture demands
that we learn to speak properly in order to act properly.
EDUCATION OF AN ARCHITECT : A POINT OF VIEW THE COOPER UNION SCHOOL OF ART & ARCHITECTURE . THE MONACELL PRESS . 1999
Naturalism & Humanism Friday, 11 September 2009
THE END