The epic and poetics of the Travesía as a space of resistance in design education
| Título | The epic and poetics of the Travesía as a space of resistance in design education |
|---|---|
| Año | 2024 |
| Autor | Herbert Spencer |
| Coautores | Marcos Mortensen Steagall |
| Filiación | Pontificia Universidad Católica de Valparaíso |
| Tipo de Publicación | Artículo en Revista Académica, Proceeding |
| Revista | LINK PRAXIS Journal |
| Editorial | Communication Design Department, School of Art and Design, Auckland University of Technology |
| Número | 1"" no puede asignarse a un tipo de número declarado con valor 1. |
| Palabras Clave | Travesías, Innovación pedagógica, Fundamentos poéticos, Retos contemporáneos, Filosofía del diseño |
| Línea | Formación y Oficio |
| Código | https://doi.org/10.24135/link-praxis.v2i1.27 |
| URL | https://ojs.aut.ac.nz/link-praxis/article/view/27 |
| Carreras Relacionadas | Diseño, Magíster |
Abstract
This paper explores the concept of "Travesías" as a profound pedagogical practice within the School of Architecture and Design at the Pontificia Universidad Católica de Valparaíso, which operates as a crucial form of resistance in design education amidst contemporary cultural and structural shifts. As a professor deeply involved in these journeys, I argue for the retention and adaptation of three foundational principles that ensure the continued relevance and transformative potential of the Travesías. These principles—Observation, the Work (Obra), and the Epic of the Commons—are essential in navigating the changing dynamics that challenge traditional educational models. As the primary mode of engaging with the world, observation encourages profoundly personal and reflective interaction with the environment, fostering a unique and profound understanding and expression. The concept of the Work transcends conventional outputs of design and architecture, advocating for a creative process that emphasises gratuitousness and poetic engagement over utilitarian and commercial objectives. Lastly, the Epic of the Commons highlights the importance of collective creation and shared experiences, pivotal in forming a cohesive educational and creative community. These principles are increasingly vital as the Travesías confront the commodification of education and the pervasive focus on individualism and specific competencies driven by market forces. The paper calls for a dialogue among global design educators to discuss adapting these principles to contemporary needs and explore new methods that respect and rejuvenate the foundational ethos of the Travesías. This dialogue is crucial for developing a "third way" in design education that integrates the poetic with the practical, ensuring our pedagogical approach remains innovative, inclusive, and deeply humanistic. Through this exploration, we invite a rethinking of design education that emphasises collective well-being, creative freedom, and a deeper engagement with our time's cultural and ecological contexts.
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