by Riccardo Migliari
The disciplines of the field of Representation have a great quality which becomes a fault, and namely: they are shared. The teacher in architectural design draws and represents, where by the first term I refer to the invention drawing and by the second to the coded geometric model. So does the teacher in architectural survey, indeed, he does not only create projects, he also surveys. And so on, I could mention almost all the disciplines that form an architect, except for, maybe, the mathematics.
This characteristic of our science could lead to a great advantage: the possibility to easily interact with any other field of study of engineering and of architecture, in order to develop interdisciplinary research. But this opportunity is not well utilised, because of a fault, which is what could be called ‘the other side of the coin’. This fault consists in a widespread prejudice which says that the disciplines of the field of representation, exactly because they are shared, are also within reach of those who practise the disciplines without better studying them, relying only on the knowledge gained during the formative studies.
If to this prejudice we add the bad habit of not collecting information on the results obtained during the researches carried out by other research units, maybe in the room next to ours, then we have completed the picture of a hidden underestimation of our scientific and didactic contribution within the field of the respective schools.