| 摘要: | 相對於海德格提出的特殊形上學是「存有的遺忘」，筆者認為現況的建築學是「解構的遺忘」。因為目前建築教育偏向建構，而少有解構。但建構與解構皆是建築生命的一部分，建築除了生產、施工、使用，之後的修繕、拆除、回收也同樣重要。筆者試圖提出一套新的建築教材、一套面對人生的態度，從「普遍建築學」奠基的三階段，以形成完整、普遍的建築教育與人生教育。
目前建築教育以建構作為奠基的基礎是有限的，建築的本質統一是建構與解構的。普遍建築學奠基的第1階段，便是先將既有建構的建築教育哲學化，尋找更普遍、本質的基礎。在第一章〈建築教育的哲學〉，將目前的建築教育課程哲學化，導入教育哲學、歷史哲學、科學哲學，思考建築的成人教育、建築史教育、建築結構的應用科學教育。在奠基的第1階段，以建築教育哲學化為方法，透過既有的建築教育，找到建築普遍、本質的知識基礎。
奠基的第2階段，在第二章〈建築哲學〉中探討哲學與建築在時間、空間、現代性、後現代、結構主義、解構主義等這些建築人耳聞的詞，但在哲學圈與建築圈卻有完全不同的解釋與應用。例如：「解構主義建築」的解構主義不是德希達的解構主義，而是代表著建立在破碎、不連續、非歷史情感的基礎上，重視視覺刺激並使用高科技的材料的建築「風格」。藉由理解哲學理論背後的思想脈絡，補充、批判、深化建築的理論基礎，成為完整、普遍的建築實踐基礎。
奠基的第3階段，以最後的第三章〈活用建築哲學〉，綜合第1階段建築教育哲學化與第2階段建築理論哲學化。當我們學會了建築教育哲學化，以哲學思考建築；及擁有哲學理論建築化，活用建築哲學，便是綜合地以哲學思考建築、再以建築實踐哲學的方法。;Compared with Heidegger′s special metaphysics "oblivion of Being." In author’s view, the current state of architecture is " oblivion of Deconstruction ." Because the current architectural education tends to be constructed, but deconstruction. However, construction and deconstruction are both the part of life of the building. In addition to production, construction and use, the construction is also important for repair, demolition and recycling. The author intends to propose a new set of architectural teaching material, a set of attitudes for facing to life, and a three-stage foundation from the "universal architecture" to build a complete and universal architectural and life education.
At present, the foundation of architectural education with construction as its foundation is limited. The unities of architecture are construction and deconstruction. The first stage of the foundation of universal architecture is to philosophize the existing architectural education and find a more universal and essential foundation. In the first chapter, "The Philosophy of Architectural Education", the current architectural education curriculum is philosophized and introduced into educational philosophy, historical philosophy, scientific philosophy, adult education of thinking architecture, the education of architectural history, and the applied science education of architectural structure. In the first stage of the foundation, the philosophicalization of architectural education is a method to find the universal and essential knowledge base of architecture through the existing architectural education.
In the second stage, the second chapter "Architectural Philosophy", we explore the words of philosophy and architecture in time, space, modernity, postmodernism, structuralism, deconstruction, etc., but there are completely different interpretations and applications in the circle of philosophy and architecture. For example, the deconstruction of "deconstructive architecture" is not Deshida′s deconstruction, but represents the architectural "style" of building on broken, discontinuous, non-historical emotions, emphasizing visual stimulation and using high-tech materials. . By understanding the ideological context behind philosophical theory, it supplements, criticizes, and deepens the theoretical foundation of architecture and becomes the foundation of complete and universal architectural practice.
In the third stage, the final third chapter, "Use of Architectural Philosophy", composed by the philosophicalization of architectural education in the first stage and the philosophicalization of architectural theory in second stage. We learn the philosophicalization of architectural education, thinking about architecture with philosophies; and having the philosophical theory of architecture and the use of architectural philosophy. It is a method of comprehensively thinking about architecture in philosophy and building philosophy in architecture. |
