Speculative Architecture VI
DIVERGENT THINKING
Andie Phelps
When you focus on a specific point, do you recognize what is going on around that point? More than likely your peripheral vision is blurred. That focal point we are so obsessed with only covers about 4 degrees of the approximate total angle of 180 degrees in our visual fields. Typically we are unaware of these hazy instances. However, we seem to have forgotten that our peripheral vision is what integrates us with spaces. Our atmospheres can either strengthen or weaken our creative thoughts.
“Creativity arises from vague, juxtaposed and diffusely interacting images, and unconscious perceptions and processes, not focused percepts, precision and logical non-ambiguity.”
-Juhani Pallasmaa
The presence, permanence, and continuity of our experiential world is established and maintained with our embodied sensory systems. We all have them. We learn them within our most formative years as children. Simply, children’s books teach us these lessons frequently and allow us to have imaginative outlooks. Truly there is no seeing without exploring. Exploration only expands from our external atmospheres. Unfortunately, the architectural spaces of creative perception and thought are hardly directly touched upon in education. It is time to give vagueness its proper role in human consciousness as well as artistic and architectural thought and education.
Speculative Architecture VI
DIVERGENT THINKING
Andie Phelps
When you focus on a specific point, do you recognize what is going on around that point? More than likely your peripheral vision is blurred. That focal point we are so obsessed with only covers about 4 degrees of the approximate total angle of 180 degrees in our visual fields. Typically we are unaware of these hazy instances. However, we seem to have forgotten that our peripheral vision is what integrates us with spaces. Our atmospheres can either strengthen or weaken our creative thoughts.
“Creativity arises from vague, juxtaposed and diffusely interacting images, and unconscious perceptions and processes, not focused percepts, precision and logical non-ambiguity.”
-Juhani Pallasmaa
The presence, permanence, and continuity of our experiential world is established and maintained with our embodied sensory systems. We all have them. We learn them within our most formative years as children. Simply, children’s books teach us these lessons frequently and allow us to have imaginative outlooks. Truly there is no seeing without exploring. Exploration only expands from our external atmospheres. Unfortunately, the architectural spaces of creative perception and thought are hardly directly touched upon in education. It is time to give vagueness its proper role in human consciousness as well as artistic and architectural thought and education.