Learning Architectural Restoration Trough Role Play Cooperative Working Strategies. the Role Definition Significance

Abstract

The theoretical, technical, and multidisciplinary specificity of the Architectural Restoration education often entails the knowledge fragmentation and makes the student lose the necessary global and complex view of the matter. In this educational long-term research project we seek to improve the architect's ability to analyze, reflect and especially to synthesize during the intervention's process in patrimonial buildings. The main education method applied is based on the systemic method to restore patrimonial buildings. This method uses as a comprehension tool the systemic approach from Mario Bunge, as an axiological basis the Alois Riegl value theory adapted to 21th century and finally the praxis from Antoni Gonzalez and the Objective Restoration. The original hypothesis is that the use of a method in which the student manages the specialized information using project based learning, cooperative learning with role plays and debates, allows the work team to reach a wider consensus on the use of this information in the project and therefore it helps to involve it in the development of the design proposal. The final method designed after all the process has been called Cooperative and Critic Project Based Laming (CCPBL). At the end of this first implementation it was founded an important correlation in these following key issues: the specialist's discussion improved the consensus achievement in the main project choices, and the taken choices were much more consistent with the previous analysis. The aim of this paper is to show and analyse the implementation of CCPBL in a more professional master program. Attending to this new context, the student's role definition and the classroom methodology has been redesigned in order to rich the main research project objectives.