ARCHITECTURE AS AN

ENVIRONMENTAL
INDICATOR BETWEEN
TECHNICS AND
CIVILIZATION
“LEWIS MUMFORD 1974 they had not perceived that my interpretation-about
the role of technics in the humanity- threw a new and more favorable light on
technics itself, as a vital formative agent in mind’s higher development. More
than that I suggest that technics has provided an indispensable safeguard against
the “destructive creativity that derives from the same inner world out which the
great creations of language” and art science have come forth.., perhaps

occupational therapy,now fairly generally used at a certain stage in the

treatment of individual breakdowns,must now be applied on a gran scale to our
whole society as a means to restoring our cultural balance at whatever sacrifice
of our compulsive technological productivity and our meaningless affluence…”
THE RICOEUR DIALOGICAL SPACE AND TIME
WHERE ARQUE AND TELOS ARE CONFRONTED
InterlocAtion InterlocUtion
 Architecture as a LAND

MIND LAND AND SOCIETY:DIALOGICS

USE SOCIAL
AXIS MENTAL AXIS DESIGN
REFIGURATION PREFIGURATION
BRAIN

MIND EDUCATION

BUILDING
REPRESENTATIONS (PHYSICAL AXIS)
SOCIAL (SOCIAL SOCIAL BEHAVIOR
AGREEMENT)
CONFIGURATION
THE THREE DIMENSIONS OF HUMAN CULTURE RELATED
TO ARCHITECTURE

• EDUCATION AS AN ARTICULATION OF BRAIN ,EDUCATION AND MIND

• (CROSSING POINT BETWEEN PHYSICAL,SOCIAL AND MENTAL LEVELS)
• HISTORY OF MEN, AS AN ARTICULATION BETWEEN LAND CULTURE
AND HISTORY(ALSO PHYSICAL, SOCIAL AND MENTAL INTERACTION)
• ENVIRONMENTAL LAWS AS A BRIDGE BETWEEN BOTH, THANKS TO
ENVIRONMENTAL DESIGN
• DESIGN(MENTAL)CONSTRUCTION (PHYSICAL ENVIRONMENT) AND
SOCIAL USE(HISTORY OF CULTURE)NOT ONLY PRACTICE ALSO
THEORY
CHILDREN MODEL OF CITIES: MONOLOGIC AND DIALOGIC
STRUCTURES

MODELOS DE CIUDADES DE LA INFANCIA: MONOLÓGICOS Y

DIALÓGICOS

MODELS DE CIUTATSSchool
DE LA B: dialogic city
INFANTESA: MONOLÒGICSSchool
I A: monologic city

DIALÒGICS
CHILDREN MODEL OF CITIES: MONOLOGIC AND DIALOGIC
STRUCTURES

MODELOS DE CIUDADES DE LA INFANCIA: MONOLÓGICOS Y

DIALÓGICOS

MODELS DE CIUTATS DE LA INFANTESA: MONOLÒGICS I

School B: dialogic city School A: monologic city
DIALÒGICS
Pathologies of WILD CHILDREN
) NO
PSYCHO.PHYSICALDEVELOPME
NT NO CORTICAL TRACES
Disorderly movements, walking like
a wolf, etc.. strange postures
Degeneration of Points of
View PHYSICAL NO
PSYCHO-PHYSICAL
They do not recognize their own
image in a mirror
DEGENERATION OF VOICES
Absence of sexual identity and
normal sexual behavior
DEGENERATION OF
FUNDAMENTAL PHYSICAL
CREATIVITY
They do not speak or draw, or do
mime, etc.. Correctly
DIALOGICAL SOCIAL BASIC
DEGENERATION
Rhythms of night and day like other
nonhuman species.
Lack of emotional control
MENTAL BASIC DEGENERATION
WITHOUT PSYCHO-SOCIAL
INTEGRATION
SOCIAL :ORIGINE
LACK OF CORTICAL
TRACES
HETEROCHRONIC STRUCTURES
Pathologies of children with excess
FOR A NEW EQUILIBRIUM AGAINST
VIRTUALIZATION and mental development
THE SOCIAL DICTATORSHIP OR
OR EXCESS OF CONFINEMENT l
FASCISM
Accidents due to lack of experience in the physical
world. Accidents. CHILDREN IN CONCENTRATION
NO AFFECTIVE HISTORICAL PSYCHOSOCIAL CHAMPS O IN SCHOOLS OF
TRACES ARCHITECTURE ,GULAGS, WITH TO
MENTAL FREEDOM NO
DOCUMENTAL TRACES
Proper image recognition and identity in
the built environment.
Confusion between the virtual and the real world:
MONUMENTS AND SYMBOLIC
symbols do not work in the real world
REFERENCES SYMBOLIC MEANINGS
OF FORMS
Intersubjective relations in relation to difficult or ABSCENCE OF SUBJECTIVE
nonexistent sex (Japan) FREEDOM AND OF SOCIO-PHYSICAL
LOST OF FRIENDS EQUILIBRIUM.
Artistic patterns in the virtual world but NOT REPRESENTATION WITH WRITTEN
intersubjective socialization outside "internet" OR ARTISITC DOCUMENTS BUT
THEY COMITTED SUICIDE AFTER
Emotional Rhythm (night and day),
dreams
INTERLOCATIVE SOCIAL DIALOGICAL
Stress, lack of control due to emotional does not INTERACTIONS IN CONCENTRATION
follow the real world, the virtual world rules. Sleep CHAMPS WITH PSYCHOTIC
disturbance. EFFECTS.
MENTAL WITHOUT SOCIO-PHYSICAL
INTEGRATION WITHOUT SOCIO-PHYSICAL
AFFECTIVE TRACES INTEGRATION
PHYSICAL ORIGINE .LACK OF
MENTAL ORIGINE
HISTORICAL TRACES
DEGENERATION NO
ABSTRACT ART IS NOT AN
EMPTY FORM IT IS A
CHRONOTOPIC BRIDGE
BETWEEN ONTOGENESIS AND
THE HISTORY OF CULTURES
• ONLY MEN CAN IMMAGINE EMPTY FORMS AND THEY
ARE PRODUCED IN BETWEEN DEATH AND LIFE IN A
SOCIAL DIALOGY BETWEEN ABSENCE AND PRESENCE.
• EMPTY FORMS ARE NOT “NEUTRAL” ONLY OPEN TO BE
INTERPRETED BY THE READERS OR THE USERS IN AN
INTERLOCUTED OR IN A INTERLOCATION WAY
• INTUITION AND CONSCIOUS MENTAL DIMENSIONS
SHARE THE SAME VOID FORMS AS GEOMETRY AND ART
DIALOGUE IN ABSTRACT ARTS.
• VIRTUAL ENVIRONMENTS CAN BE ANALYSED BOTH BY
ART AND SCIENCE BUT A DISTANCE IS NEEDED
BETWEEN THEM.(LIKE THE HISTORY-STORY LINK)
• TO HIDE THIS CULTURAL BRIDGE IS A MISTAKE
• FERRATER AND SLUTZKY
SUMA ARCHITECTS PUBLIC LIBRARY
IN BARCELONA GARCIA MARQUEZ
WORLD PRIZE 2023
GRAMMAR OF COEXISTENCE Real historical social cooperation in architecture. Social
Interaction as experience inside developmental architectural cognition in the use of
spaces before in and after the building process(WILD CHILD CANNOT COMMUNICATE
WITH OTHERS))(Johan Nielsen Dissertation )KU BELGIQUE
THIS IS RELATED TO THE SOCIAL INTRACTION AS BASES OF THE AGREEMENT IN ORDER
TO BUILT A NEW PLACE OR TO USE AN EXISTING PLACE
IN THE DESIGN WORKSHOPS THIS IS THE SALAMA RULES ABOUT DIALOGICAL AND
SOCIAL CONSTRUCTION OF KNOWLEDGE THANKS TO THE SOCIAL INTERACTION
IN THE BASIC DESIGN COURSES THEN AFFECTIVE SOCIO- PSYCHICAL TRACES
LINK WITH DOCUMENTAL SOCIO- PHYSICAL TRACES