1. The research nature of the project has the effect of destroying the myth that experimental procedures require a detachment from real working conditions.
experimental procedures require a detachment from the real working conditions,
making ideas more important than reasons and/or results. Each project should
in this sense, distil its own metric systems of sizing, evaluation and comparison, according to the parameters with which it
according to the parameters with which it works. In the same way, a rigorous representation of the
concepts will be a permanent requirement. For all of this, each student will have to learn from where
to do what they need to do, rather than trying to invent it themselves by invoking a misleading use of the concept of the
a misleading use of the concept of "research". This attitude, which we could call
"pragmatic" will be the main theoretical underpinning. Procedures put into play by each pupil
with a specific intention.
2. To develop freedom from prejudices in the way of looking at the proposed solutions. Each student
will have the freedom, under the critical eye of their own analysis, to propose those programmes,
uses, or levels of action that they consider appropriate and, always, justified.
3. To approach the architectural project from a contemporary point of view, in which the urban context, the landscape, the societal
urban context, landscape, sociology, technological innovation and project critique are constituted as elements of analysis.
constitute elements of analysis
4. Plan the project strategically, including management processes in the project methodology and understanding the project as an agent of collective discourse and change.
methodology and understanding the project as an agent of collective discourse and social change.
and social change.
5. Make judgements, based on criteria, external standards or personal reflections, on the validity or appropriateness of the
the validity or appropriateness of the architectural project, being able to articulate their discourse, among other factors, on the
other factors, around the processes of negotiation, decision making and achievement of collective consensus.
collective consensus.
6. Publicly present ideas or procedures that communicate the conclusions, knowledge and ultimate reasons underpinning their projects.
and rationale underpinning their projects, studies and research, addressing a wide range of interlocutors, including
interlocutors of all kinds, both specifically disciplinary and multidisciplinary,
especially those related to political agents, social movements or economic operators.
economic operators.
7. To make the workshop a place of work and exchange of ideas between students and teachers, and to turn it into a
and teachers, and to turn it into an open research laboratory and a framework for action in which to debate and
debate and propose solutions to the everyday problems of the architecture
8. To achieve a complex environment in the workshop in terms of density of ideas and simultaneous work in class.
and simultaneous work in class; also to encourage multiple solutions by the group of students, and to stimulate teamwork, as well as interdisciplinary work.
stimulate teamwork, as well as interdisciplinary work.
9. Have the ability to intervene in the architecture (public and private spaces) of the existing city.
existing city.
10. Plan and manage the space, interior and urban or exterior to the project.
