Architecture / Mimarlık

Permanent URI for this collectionhttps://hdl.handle.net/11147/24

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2013 - 20152

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Author: search.filters.author.Doğan, FehmiSubject: search.filters.subject.Architectural design

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  • Article
    Citation - WoS: 9
    Citation - Scopus: 15
    Configurational Meaning and Conceptual Shifts in Design
    (Routledge, 2015) Peponis, John; Bafna, Sonit; Dahabreh, Saleem Mokbel; Doğan, Fehmi
    Configuration is defined as the entailment of a set of co-present relationships embedded in a design, such that we can read a logic into the way in which the design is put together. We discuss conceptual shifts during design with particular emphasis on the designer's understanding of what kind of configuration the particular design is. The design for the Unitarian Church offers an historical example of such shifts, authorised by Kahn's own post-rationalisation of the design process. We subsequently construct a formal computational experiment where the generation, description and re-conceptualisation of designs is rendered entirely discursive. The experiment serves to clarify the nature of conceptual shifts in actual design, and the reasons why a reading of such shifts cannot be based on discursive evidence only but necessarily requires us to engage presentational forms of symbolisation as well. Our examples demonstrate how a conceptual shift within a particular design can lead to the discovery of a new potential design world. In the historical case, the conceptualisation of a new design world remains implicit and inadequately specified. But the theoretical experiment allows us to make explicit how geometrically similar configurations that arise from the application of one set of generative rules may possess systematic but entirely unanticipated perceptual properties, subsequently incorporated in new generative rules.
  • Article
    Citation - WoS: 7
    Citation - Scopus: 11
    Architectural Design Students' Explorations Through Conceptual Diagrams
    (Taylor and Francis Ltd., 2013) Doğan, Fehmi
    Views of creativity highlight the importance of incubation or the significance of sketching as a means of seeing emergent properties. Both views put design students at a disadvantage. This study investigates the strengths and weaknesses of an alternative approach to design education, in which students were asked to develop a design idea through conceptual diagrams. This study investigates how conceptual diagrams might help architectural students to see the relationships between concepts and space and coordinate their dual development through conceptual diagrams. The study presents the development of the ideas of 13 second-year architectural students. Students' logbooks, together with their midterm and final review presentations, were studied to determine whether students drew any conceptual diagrams, whether they were instrumental in spatial organization, and how they introduced changes during the design process. The findings showed that this particular design education approach helped students start the design process and stay focused throughout the design process.