Morphogenesis and complex thinking

Abstract

The present article reviews teaching-learning methods in the architecture career (involving complex creative processes), appealing to mediated and self-regulated experiences through the use of morphologies such as fractals, iterated systems, pattern modeling, growth, fragmentation and diachronic and scalar transformation, according to levels of procedural complexity. This supposes an open framework of assimilation from the planes of spatial, material, functional, aesthetic and habitability expression within a projectual continuum, governed by the principle of pure forms, foundationally dictated by modern architecture. This determines a new and constant encounter with the morphological-architectural object, which admits various solutions, variations, and even inflections of the same problem, according to similar or changing requirements and conditions. Given the above, it is derived as an objective, to review, initially, what we have to understand as complexity, to then define certain principles and procedural levels, which act as meta-models, which derive from the so-called Complex Thought, as well as from the MOSIG Model, and current parametric design in relation to teaching, especially creative processes. In a third part, a reference material of some teaching experiences based on this type of model must be offered.