Çizgiyi Kentte Yürüyüşe Çıkarmak: Boğaz(İçi) Günlükleri

Abstract

Travel has long been as a part of the architect’s formation in various forms and rhythms, radically altering traditional pedagogical practices in laboratory, classroom and studio. With physical dislocation, the nature of learning, information processing and construction of knowledge are changed. The fertile travel sketchbook of the architect as a journal reveals an autobiographic collection to discuss all. A select review of architectural journeys and journals in an epistemological framework represents two dominant approaches and a less practiced third approach. Whereas the first values learning from a conversant, the last two value individual-initiated learning from direct-site contact via spatial experiences. Whereas the second relies on known, stable and repetitive relation to place, the third relies on authentic and collaborative relation to place with objective chance, curiosity, strolling, slowness, uncertainty, pleasure and imagination, and thus is key to a dynamic and creative practice. A walker-drawer as well as thinker-traveller role are defined for the architect. His daily stroll as walking presents the first field of experience-centered research. To explore, understand, examine and reproduct complex and unique relationship between built environment and daily life, the third promises a potential method with plurality. Bosphorus as a less practiced destination in İstanbul is chosen to experiment.