aT rue Mca Ds ues MEEMILIO U, OZAETA CO ee eT Master of Architecture degrees fam the University ofthe hii Pa creer rer a eee eas Cea alec eee eee a erates Ceca’ This paper shall atterpt to review the Commission on Higher Education ~equited architectural design course ee Rane er ee tecture against theories of spatial cognition. From this Perro Meee cd supplements Architectural design education in the Philippines has traditionally focused onthe proper graphic production of See re ee ac ee eens ere a) the formal and material aspects ofthe des gn a well as Cee eerie ee) eee ee cea an apparent margnalization of knowledge ar recognition ofthe actualty of human development of soatial cog tion is often made. The mandated topical content ofthe CCHED standard curiculum appears to indicate the lack of Be ecR sec er Er eer e rc cognition and intelligence determined through resear! Oo aan ey ance a? ee eon eon design courses in the requiree standard architectural curiculum and determines the lack of validity against realities of space perception and cognition, Theaies of development of spatial cognition in children are then ex- STO eee on an which are, in tur, then used to propose supplementary content areas forthe architectural design courses, thereby fou et ea eee) perceptual in the design courses, As such, the proposed Content additions may provide a more realistic view of how space is actually perceived, thus also providing 2 more accurate foundation forthe beginning architectural es Pre atc} Formany architectural educators, the problem ofhow best ere en es aera Pe eet ett) Pee eee the instructors may have developed a mindset where ar- Sen ica ete ty Bere eee ean complex physical structures with an attendant layering of mechanism, technology and idiosyncratic rations of per- sonal aesthetics, Architecture is often understoad essen- Pee eee ean aes eee Cr and for diferent purposes. As sun, archtectural design is Sere eee eee rete architectural interface and interaction, and thus ignoreseee eee ess ae oh oa Bal i Understanding of spatial cognition even in children is Se eee en ane t eis een. oMmogesce cera nt een See reer es reveals such a paradigm. Thus, ts that ning architec nts inadvertently imbibe ree Caen ee po crite ac] aa Rein net primacy of architectural forms which are understo apes ey as leftover by-product seen Tue architectural Peel oma Crear ears ching of upper-level design cou Eel bel Seine lize three-dimensional stat Ere ean more difficult for ther to imagine w ee Beer near ne Ree act Rarer hese students ta visu aa i architecture it also, Eur pee Sen eeu the movement through its interior spaces has been See ere uct aoa eee igns which Se ee ums Bes Sar Cea eens Rect asec This is examined and analyzed he required topical content areas of the architectural de a freshman year as given, already imply an unconscious Peet eon cocea aid) Maren nas to establish tn as human- interfaced space at this early tage, The view ofthe curriculum thus determines the contextual ceca Dec view and subsequent a eae ed oceans spatial learning al intelligence as: Te Pac sarees the found: is cr tion essary given for human survival. Tus it follows thet the Ree rae cece ie ae Pera na eee ed al cognition. Ths is then used as the course content f Ee termined, which is us ea FE Te fadigm with a more : SIRs Related Literature: The Human-Architecture Interface eee ey Peete of a review of the body o aa ndertace 2 broad See cas Roe eta eras Pee en ae ay eee at ee A Neer cee cate! Rr ete eta eat cnet tet Poel) es For instan Peron) Pen er Cn Pere ea rey crete ampose a well-deve a om Powell La rt has focused on inst situ. These have led to: architectural design principe in valving apar lation densities in such ins onfigurai eee oars ENT Re a eae See ec criminal behavior through architectural design, The wark me ana pulation density and crime which have, in tun, arovided much insight for the architectural conc of Jane JaResearch on the set of aehaviors invalving wayfinding on by Carpman a hese Tee Pees Pee eer Greene. al knowing and Rees Pred as sp ne OCs sera ee tae ee ees low people to work more efficiently Resear hrown light on the specific design asper ee kc Sect aa studies have resulted in design conc er ess ta resources, the sensory properties of the ene md ec Sn aed Se eee court a Men eae into emerging issues D eRe] tains See ee nes designed en Peer sec) eee ecg Deanne et ences, f for As an example, nations on the selfs interactions with ee ae DC een eeu oss Spatial concepts in archit ete oa ee their associative ideas as expressed in nded on the premi hit eee eee ety Care ee work of Bernard eae Deena Pras Peeters fer issues and tect Re eee: eon Pen rs resi from studies in be- Peeieonar ro Dare ology and has spay ma eee eas trons through nal messages in their architectural ena ee aoe and hol eereutics tay cece ead ee ecue acts cen eo. ee eg ee eed a ener ca cree ea etic eres ery et io a Par) Oe enema vera ae eee ae Re eee ae ected Gene e ns Tee need eae rad he understanding of designed erv Drees emer E Se ere a eae feelings of home and a) Seca See ee cal applications, such as those esnoused by his test on the id documentation and pres: em Ted kd ifical RR erty The p eee een ete Meme rete a he uniform Bachelor cf Science in Arch lum content for architectural design cours espoused by the CHED in prevailing use today reveals Deeg ea eceding Perec Sea ed as an ingenious container for human activity DESIGN 1 (Introduction to Design) Cente aut Erlegs eeeDESIGN 2 (Creative Design Fundamentals) Pee cee caer a SC een Peele] Congr Sonera tice riors and Landscape Architecture) Rae eae ee eee ee eer ie oer aaa considerations Pee ea Pee ey enc tecture, including energy conservation, space manage- Core nc DESIGN 5 (Space Planning 2) ee E ational structure, eo tr ee ans ees ane ech Pee ee a) Sacer 7 eee earl ane ey Cte ner) erocr attivities of m: arr ee tecture; designing with nature Pere (Designs for Tall Buildings and Complexes) Dee eee ees ee tutes, tiltes, laws, structural concepts and ecological Aa eae ars) ‘major problem stressing the importance of solving Reece ner) esa DESIGN 10 (Thesis) cesta eer ing interior and landscape architecture inte See ees Tee r eee ea ep ee ea True Gira ose a Se eric wee teat oes io Geet ee this particularly Modernist para gm, wheremachines Tee aus user de of any cultural o idiosyncratic eee aces Seo os Suey nrough their application into Da eet ea Reais ural student ace lea cite fe een Tea human-architecture ex a servant to hun Bis eee eae aaa ery rom human rele See eee) eee eer eee wc renal Reece eee ga , sructure, enclosure, circulation, technology cert, with only the program (likew se a ng any human involv lish cet Pima! ea eran Resa ee Rare ee ee ee ores Begs Dee aE coatesnietecy Pee nr ee eet eee Are Des ears Reece with interior and exterir lands: eee gee Cee ec ars etmek coorpone I pein nue Tne product of an architectural edu Gieneeec eth ec reas eM ae a Cu ies Dee enc wey ee ee a ee CRU Cue ums eee a Reese} Eee] eer eee een oer necessary entity for human welfare. In situating fist Cee ued eters it may not be farfetched to envision 2 resukar erm ne Roe an Sane Pare fi titles are the only basis forthe construction ofeach inst- cet) Given this perhaps @ consideration shovlé be made for r Tctitiel hension of spatial cognition inthe early Research on the development of spatial cognition cas f spatial studies which may provide bases for curcular content w een erat Sea ee in a significant aspect of hun Peer ied cm raed coats Spatial Intelligence in Children: Cognition and Preferences Given the contest discussec, an examination ofthe re- ea rea) a Peet eet oc ete ed tt ani eel tal cognition ata young age. A large amount of rese in this area has provided inroads to our comprehension Be een ets enact er ore understanding and as characterized spatial intelligence as hav he capaci rere st ae location, fla ee Se arena eens Brod fede Peru he establ shment of various frame: ea eee mene e centered Oe Tenn ae er earns a nits subjective state ee ee are cc re ee Sree eget noe er ee et eater sl logical inference ee ee ee ues to locate of Sean! Cee ane kaos asition of an object with regards to other abjects that etna rv) tesa) ee ces Se ene eed ea a en then begin to adopt the use of visual cves as work ing memory improves and expands. The transition fom Graces ee aE frre Ore unes Petras eee ee ere ae tee ear ae ree oe Ed Tere er ae ee ee ec se or changing o cc)tion has further shown that pre-school chien are able to develop such maps even with limited verbal communication skills, The use of models and sketches reveals thei ability to recall environmental features in speci locations and relationshins in each athe. Such abil ties, nowever are dependent on direct experience rather than onthe viewing of representations ar media substitutes. In sum, Pick identifies wayfinding ability in young children as the develooment and retention of route knowledge, information on pron ity to sels lected landers and, in older ch lien, the addtional use of mental inferences and difering perspectives of an entire env ronmental layout whichis further devel ‘oped into young adulthood. In telation, experimentation has cevealed that 2 1/2 yearolds are already able to recognize relationshos between models and actual spaces. These, however, must have @ one-to-one correspondence in terms af siumber of elements visual qualities and locational cues, Thvee- year-olds have, on average, more devel oped capabilities, in that they reouie less ofa dicect comresoordence tut still necessitating the presence of perceived similarity between elements, Fouryear-olds may already be able to handle multiple correspond ences between the model and the aiual space, ele ments in the model and elements in the space itself ‘hiss particularly passible i there i an overall fami iar structure im the model or representation, such as the shage of an animal, fom where one can relatively locate an object, for instance 2s being’atthetip ofthe dogs tall’ ® ‘Analysis: Proposed Spatial Learning Topics in the Course Content From the research on spatial cogaition in children, it may be argued that an early comprehension of how people lear to situate thernselves, locate objects and mentally manipulate environmental saace is signif cant for continued hurran existence. Such understand ing may then be translated as inclusive tones w thin the content of the frst year design courses. Logically it must be derived from the four areas of research on spatial cognition gwen in children, as described previ ‘ously as these are the foundations an which develop mental spatial leaming s made, As given, these are spatial symbols, body position and orentation, object location and wayfinding Spatial symbols. Ts \s a necessary ist step" in the development of cesign skis. Hee, the beginning a: chitectural student learns the visual and experiential realties ofthe various design carmmurication graphic symbols being learned in their adjunct class on formal graphic drawing. This learning topic involves the un derstanding ofthe actual visual consecuences of plan symbols such as walls, or swings, windows and treir corresponding visual reality, Thus, atthe outset, the student is made to realize that ortnographic drawings used in the creation of arch tecturel design have em. bedded realities beyond the artificalities seemingly and temptingly denoted by the symbols themselves and tus used by students a5 convenient substiutes for the actu experience, Design exercises may then involve the mental vsvalzation and imag ning of various design el ments within a single space from given graphic symbols The student may then learn that drawings such as aor plans ate only shorthand graphics for an experiential real ity and are not the design itselé Body position and orientation. Desig course content centered on this topic relate tothe infants learned abilty to dstinguish specific spatial views as ofthe sare object despite the production of difering views through eye and head moverents. Tus, an understanding ofthe princiale ‘hat spatial views may be made ofthe ern object through differing station points conversely of an entire spatial environment through an accumulation of differing views (Such asin 3 panoramic mode) isan extension which may be applied tothe beginning design students learing, Many such students intial endeavors in design classes are founded an the floor plan as the point af reference. Such a baseline creates an artificial reality wherein the designer sees an ormnscient averhead view of an interior structure instead of a more understandable view of sgace as expe ‘enced in actuality. Thus, the inclusion ofa top on how body position creates dering spatial views may apper to develop 2 more authentc grasp of a designed space rather tran an orthographic mental image. Design execises may ‘hus. for exarnae, focus on generating differing views ofan object witnin a space o ofan entire space from a specific station point, thus allowing the student to aopreciate a Spatial exerience more n tune with the expect reality. Object location. Here, the design student may progress to mare complex experiences of sptial vews, as this design topic isbased on the child location of cbjects within spac ‘nrough the use of markers and cues. Specific views ae ec ‘ognize as familiar through tne use of particular spatial el ements s visual cues. Thus, the design student may further team to manipulate viewpoints through designed spaces from one object or station point in the previous topic, to movements in and around a single space or set of spaces, file cuing in on specific element to establsn orientation and familiarity. A progressed layer af spatial sili there fore aotained as the student learns the effect of a further series of movement on persoral exaerence. Design exer cises may then include tose on the generation of spatial views given a specific route through a design as well as re Fections on the experence Wayfinding. Thisdesign topicfurther progressestrom move ment through space witha finite set of visual memory aids to the design ofa spatial series with 2 larger set of cues. Here, the design student may learn the experiential results of the design of circulation routes through ard around ar chitectural spaces, ts creating more thoughtful designs vith keowledge of such results as base. Design exercises may thus vole the creation of a design focusing on us 1s circulation patterns and tne related experiences, The should result in the eventual development of architecturaldesigns w th conscious wayfinding elements based on the knowledge of expected resukant experiences. Inte topics and exercises proposed above, point is thus made: learning what tt means to create an architectural design as an experiential reality ather than from an om- niscient view divorced from that of actual uses. A stur dent also leas to understand wnat ft means to design formal space using graphic symbals and thei implicstive reales to des gn spaces wit a single speci view, with multiple views af and from a single point, ofa sequence of views through a spatial series while keep ng a finite set of elements in vew as location markers and, whale crcula- tion pattems fom the experienced spatial series with a ‘thoughtful eye on creating wayfinding perceptions. In the fend the student is made to imbibe the concept that spa tial design results in diering experental consequences depending on specific manipulations. Thisrnay fective erase the habitual ration of design ftom graphic conver tions as an acceptable substitute for and the consequent negation of actual realities Summary: Redefining Architecture Considering the wealth of established knowledge on the hhuman-architecture interface and spatial cognition on children perhaps it iste ta reconsider aur common ro- tions of architecture. In doing so, it may then be possible to establish 2 deep foundation for the development of content for early design courses cognizant of the realities cof human interactions and particularly of spatial percep- tion and cognition. Architecture has traditionally been defined as the art and science of designing and constructing buildings” This, statement has ld generations to create and reinforce the notion that architecture is @ lofty activity to be engeged in only by initiates in its sacred knowledge. Armang its imlications include the Modernist dea that its products, are bestowed from above on the populace, and that the latter has no rght to woice its opinions on their creation ‘pervading perception issuing from this defnitionisthat architecture is metelyaproduct, an object. sleet large by human scalar standards but dispassionate and having no relation to human wellbeing other than providing she ter or being aesthetically pleasing, As Such, tis na more than akin to late-madel sports ca a utilitarian ogject to possess and eng. however, architectural iterate as. also conceived of architecture as that which ‘creates Places for geople” The phenomenalogical notion of space was first proposed by Bachelard in his volume, The Poetics of ‘Space, and further developed by Norberg Schula as ls cussed above, Here, Place has been defines to mean a designed environment that creates and embodies human memory and experience Places are containers of human meaning. as they afe imbued with our intentions end rerrembrances, which are communicated bac, creating 2 reinforcing cle of personal or even socal interaction with architecture. Thus, all architecture communicate mearings through form and space. The British author Gilaert Keith Chesterton once stated that [lich tecture isthe alphabet of lars; itis the largest set af symbols ‘ever made to meet the eyes of men” Architecture, then, provides Places as fully engaged environments that may be both ative and passive nour relations with it. its through the comarehension and acceptance ofthis alter native definition that the way may be paved forthe even: tual realization that architecture can, indee, faciltate human development. By nature, the design of architecture involves the corcea ‘twalization of form and space which are its major compo: nents. Architectural form is that which we may agareciate with our senses. Because ofits highly visual nature, form is often mistaken to be the sole eriuodiment of architec tures being. Form is the physical material that shelters ‘and provides visual delight. and thus is that which is quite ‘obvious to aur sight and appreciation, What is often overlooked, however isthe invisible space which we inhabit and through which we move. Space is. assumed to be merely a ty-aroduct ofthe production of physical form. itis that which we fill up with objects and bodies to operationalize function In fat, however, itis architectural space and not form that has proven to be the major engneer of human well-being in arch tecture 85 may be deduced form the aay of research on human: env ronment relations. The inherent qualites of a cesigned space, as revealed through itsattendant for, are that which, in point offct, communicate tous. Communicated meanings exaressed by cesigned Space are frst perceived through aur sensory equ pment, but processed ard absorbed by aur conscious and unconscious faculties, thus inviting response It is Space, more than form, which we, in fact, inhabit and through which we establish relations wih the environ: ment. Norberg-Schulz® has in fact. identified five spatial schernata elucidating our human relations with designed space. Pragmatic space’ he states is that through which physical atton is made and which integrates the hurran entity with tre physical environment. Perceptual space isthat which aids in locational orientation; itis essential to identity. Existential space establishes feriliaty and a sense of ractecnes, thus developing 2 soco-cutural real: ity Cognitive soace allows fr the mental appreciation of the world Finally tog\cal space’ offers the tools to describe Space ta others. This ephemeral space, then, connects vs to our environments in various ways and thereby creates avenues fr interaction and human development. Spatial iteligence thus logcally issues rom this ealiz tion. To enhance wel-being it's obvious then that ar chitectural space and cur relations with it ust be com pretended. Newcombe and Huttenlocher® have stated that ‘Tip oder to survive and rearoduce all mobile beings must be able to organize their action inthe spatial worl, hile Garner emphasizes tat its essential ova basic level that we areal to orient ourselesin the world, rec ognize objects or scenes init orignal and altered forms and contexts, create and interpret graphic representationsof our spatial environment and comprehend verbal and visual metaphors about our spaces. Understanding how we do so, onthe other hand, and consequertly creating purposeflly designed ervicanments that support and ew. hance spatial ail es, ts appears tobe the logical next step, one which we overlook often to the detent of ur human development and wellbeing. Thus, maybe seen asvtal that an aporeciation of spatial intelligence aswell ass hegi mings in the development of spat al cognition in chen be the core tothe development of learning content inthe erly arch tectual design courses, Conclusion It has been argued in this paper that current topics in mandated early architectural desgn courses appear to imply a view of architecture as that of formal objet and container of human bodes and activities rather than the actval reality of architecture as Ived and experiential space replete with interchange and cialogue between people and space. The created spaces af the designed éenironment an people aft each other; ane reacts to stimul from the other to create new perceptions of per sonal realities evety moment. Studies fom within and ‘outside the domain of arch tectural thought have pro- vided more than speculations on the various ways and implications ofthis exchange, wth the result that is naw actepiet that designed space embodies dimensions far beyond that engendered by the notion of architecture as mere physical object. The use of a body of research on haw people perceive understand and use space fom the field of study of the childs development of spatial cognition is thus apaled as the generator of additonal leaning topics forthe fes7- man courses of the CHED standard undergraduate cur- riclum. This adoption ofthe concepts of spt al symbols, body postion and orientation, abject lotion and way- finding appears to be a rational approach to the ssue of the inclusion of more spatially perceptive leaning topics Thisin no way assumes, however, that the four are fred, as additional research may be further added tothe literature in te fture. As such iis this authors recommendation that mon toring ofthis field of stucyin chile development be continuously made to upcate the architectural design course topics. It is hoped for naw, that the inclusion of the proposed {opts fom research a7 spat al cognition may develop design sills that are more in step with reality experience and humanity. Notes 1. ten Day ans Margret Calin, "Design and Dern inland aka Enwraomertal Pachelogy 2c Raber: chal ara ze ra (New Yor: ly 2002, 2 Jere Crpman ana yon Grant, Waffoding:A Broad View in Mand bake nwronmertal Pachelegy 26s Rober dcheland N23 san [New Yor Wey, 2002 23. vel tyre environments in Handbac of fw nent Fychalogy es overt Sectl ana Ara Church (New ore Wik 2002}, 4 line Bonza, Nase Pllution: A Hazard to Pryscal nd Mental Wel-Beng” in Herston of nvronmentalPychalgy ed. Rater Becrtland Aca Courchmar [New York: Wiky 2002 5. Kate Nest ed, Treanang a New Agende for Nchitecure, (New Yor: Princeton Renee Pres, 1996). 6. ober Seamer Pera pe: Te Behavioral Bais Ueign (New etsy: rete al, 1383). Tard al Te H cde" Dinensen (Caren City. New Yr: Aree 208 966) 8. os Rapoart House Form ard Cure (rgenoad CIs New J sey Preticesall 186) 9. Chis Abel, Archtecive ard Ment (Ours Aeotectural Pes, 2000 WO. Lveeree Vel arcitrtre, Power and Natioral entity (New He ver: YaeUniersty Pes, 1982), Ti. Cvistan Neeru, Ertene Space and chi Yon ager Puslsters 137) 2 sary cance Gamham, Maintaining the Spit of Place (zona DOA Publishes 885), 13. Comnmasion on Hie fsucalon CHED Merve Cer No 13 Sees of 1999 Cure Guides fr archcerare Eduction. [Pasig Cry: HED 1885. 1. Francs Srng Arrtectue: orm, Space and Cider (New Ya Van Nestand ena, 11) It asi rhs Sy that institu ns teaching underadte architecture do devel the an sla fom the vsform CHED cu a AS uh, tl also be assured that hey adhere athe eed ‘ours pes ndings. Ihe ception othr ethos ition hich CHED nas grated the stats of Centr of Excellence ara wich ‘ae allowes to devate fem the unform caiclum Stuture and couse Content i the deveprent ofthe own cucu ae syla. WF Seraret Frames ne Te Peary of Ml ple teller. New York Sane Books 200), At Chesteshe Spence Mak Dads, Phyl Eeatanmert (New Yo Vly 1935} 1B. Niel Foreman and Repl Gilet, ess A Fandboo of Spal fesearth Parzogns and Mevocolges, Volume |. (united Kinga: 2aycoley Press, 957, 1B, Herbert Pick J (1999). “rgenzaton ef Spatial Krowedge in Childe” n Spal Represetation: Pats in Ps loopy ana 5. helegy es. Nila, @eMeCarhy an B ret (re Sai: Oda ries Press 20.toreensnGilet A Herdbockof Spatial Research atadignsand Meitagologes volure i zi Gaston Bthelard “he Pos Beacon Pres, 1958, 22. Neer Schule,Exsteree Space and Architecture 23. Nar Newcombe an arin tterfocker Making Space The De ‘elegant of Spatal Represetain ad Reasoning [Carer dge, Mas sachuselts IT Pres, 2000), 24. arora Fraesai Mind he Ten of Mukiple Hreligence re (New Space, vars, Mata Jl (Boston es-pa-syO Fx}