The architecture of contemporary academic spaces – a phenomenological perspective

In my research, the phenomenological perspective regarding architecture is singularized by analyzing the manner in which academic spaces are adequate with respect to the current educational requirements. The phenomenology reveals the knowledge act as subjective, inductive and dynamic. The architecture – particularly that of academic spaces – needs to have the capacity to confer trust, to empower and encourage the research, the experiment and innovation both among the students, the teachers and the community. The architecture’s role is to improve life quality, to create the environment and the frame where we may find ourselves and even to provide meaning to daily existence. The contemporary academic spaces are defining spaces and should evolve permanently in order to open towards the community through interaction, inclusion and integration, thus becoming qualitative spaces of experience lived together with the community and by the community itself.

Basically, phenomenology leads to a perception based on our cultural experience, lived or felt, more than towards a neuronal experience substrate grounded by cerebral activity. The phenomenological approach defining spaces for learning can provide the best answer for an architecture which addresses every person, giving an impulse to achieve the common aim of knowledge integration with a view to its creative usage.