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Proceedings chapter
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Les enjeux de la pédagogie du projet urbain : entre la décomplexification des territorialités et processus et l'importance d'une philosophie de l'enseignement

Published inActes du colloque des 20èmes rencontres internationales en urbanisme de l'APERAU, Editors Deboudt P., Bosredon P., et al., p. 232-235
Presented at Lille, France, 20-22 juin 2018
PublisherLille : Université de Lille
Publication date2018
Abstract

Graduate urban planning programs are becoming more and more oriented towards professional practice while relying on workshops as the pedagogical device of choice. This communication questions the teaching challenges that come along with the studio-workshop: how to untangle territorial realities and processes in a pedagogical perspective and how to enable the right timing to develop project design processes and strategies by the learners. Two pedagogical experiences (respectively based on the University of Geneva and Keio University) illustrate how teaching philosophies deal with these workshop challenges. The first one enables students to develop their own project strategies and visions while the second one understands project teaching as a learning process of a given and recognizable design approach.

Keywords
  • Urbanisme
  • Pédagogie
  • Projet urbain
Citation (ISO format)
ALONSO PROVENCIO, Marta. Les enjeux de la pédagogie du projet urbain : entre la décomplexification des territorialités et processus et l’importance d’une philosophie de l’enseignement. In: Actes du colloque des 20èmes rencontres internationales en urbanisme de l’APERAU. Lille, France. Lille : Université de Lille, 2018. p. 232–235.
Main files (1)
Proceedings chapter (Published version)
accessLevelRestricted
Identifiers
  • PID : unige:107133
ISBN978-2-9522970-2-8
344views
9downloads

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