Interferenze. STOÀ, Strumenti per l'insegnamento della progettazione architettonica

Over time, the dependence of architectural design on many factors beyond the direct control of the architect has been exacerbated by the specialisation of production processes and, more generally, by the complexity of the conditions for building architecture. A not always well-defined series of interferences, understood in the threefold sense of co-operating factors, independent overlaps, and sometimes inappropriate interventions. University education, and in particular the teaching of design, cannot ignore this reality, given the impact that emerging environmental, economic and social contingencies are having on the profession. Stoà 9 [Interferences] is a partial review aimed at understanding how to recognise, manage and exploit different forms of interference. It seeks to understand the ways and methodologies through which these interferences can be consciously used and directed in a positive and constructive direction in an educational context. Intended as an exploration of current teaching practices and pedagogical experiences, this issue refers to both institutional and experimental models – whether unscripted or programmatic – that involve the explicit expression and enhancement of disciplinary interferences for architectural design.