Jon Davey - Academia.edu (original) (raw)
Papers by Jon Davey
Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank... more Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank Grounds. While there was not a lot to do, the base had a coffeehouse where one could have great conversations and enjoy a good cup of coffee. The coffee house was decorated with various posters. One of those posters caught my eye, it was of a dandelion with the following quote from R. Buckminster Fuller (1971), "God, to me, it seems, is a verb not a noun, proper or improper" (p. 23). A more exhaustive definition of this quote can be found in No More Secondhand God: Here is God's purpose-For God, to me, it seems, is a verb not a noun, proper or improper; is the articulation not the art, objective or subjective; is loving, not the abstraction "love" commanded or entreated; is knowledge dynamic, not legislative code, not proclamation law, not academic dogma, nor ecclesiastic cannon. Yes, God is a verb, the most active, connoting the vast harmonic reordering of the universe from unleashed chaos of energy. And there is born unheralded a great natural peace, not out of exclusive pseudo-static security but out of including, redefining, dynamic balancing. Naught is lost. Only the false and nonexistent are dispelled (Fuller, 1971, p. 23). With the spring of 1976 came my first opportunity to hear R. Buckminster Fuller (better known as "Bucky") speak at Shylock Auditorium. His reputation for giving long lectures was apparent. The lecture was exhaustive, lasting some six hours! After my stint in the military, traveling around Europe, I finished a Bachelor's degree in architecture; later moving on to a Master's degree of Environmental Design, studying in the same design department where Bucky once taught (from 1960 to 1971). The first course in the graduate program was general systems theory. This was "systems thinking." In "Learning Tomorrow: Education for a Changing World," in Buckminster Fuller on Education, Bucky (1979) quotes the natural philosopher Professor Percival Bridgman, who asked, "How do you suppose it happened that Einstein surprised all the scientists? Why were all the scientists caught off __________ 1 The following was presented as a Power Point presentation at an art symposium, honoring the work of Dr. Peter London and the opening of his collected papers and Southern Illinois University Carbondale.
Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank... more Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank Grounds. While there was not a lot to do, the base had a coffeehouse where one could have great conversations and enjoy a good cup of coffee. The coffee house was decorated with various posters. One of those posters caught my eye, it was of a dandelion with the following quote from R. Buckminster Fuller (1971), "God, to me, it seems, is a verb not a noun, proper or improper" (p. 23). A more exhaustive definition of this quote can be found in No More Secondhand God: Here is God's purpose-For God, to me, it seems, is a verb not a noun, proper or improper; is the articulation not the art, objective or subjective; is loving, not the abstraction "love" commanded or entreated; is knowledge dynamic, not legislative code, not proclamation law, not academic dogma, nor ecclesiastic cannon. Yes, God is a verb, the most active, connoting the vast harmonic reordering of the universe from unleashed chaos of energy. And there is born unheralded a great natural peace, not out of exclusive pseudo-static security but out of including, redefining, dynamic balancing. Naught is lost. Only the false and nonexistent are dispelled (Fuller, 1971, p. 23). With the spring of 1976 came my first opportunity to hear R. Buckminster Fuller (better known as "Bucky") speak at Shylock Auditorium. His reputation for giving long lectures was apparent. The lecture was exhaustive, lasting some six hours! After my stint in the military, traveling around Europe, I finished a Bachelor's degree in architecture; later moving on to a Master's degree of Environmental Design, studying in the same design department where Bucky once taught (from 1960 to 1971). The first course in the graduate program was general systems theory. This was "systems thinking." In "Learning Tomorrow: Education for a Changing World," in Buckminster Fuller on Education, Bucky (1979) quotes the natural philosopher Professor Percival Bridgman, who asked, "How do you suppose it happened that Einstein surprised all the scientists? Why were all the scientists caught off __________ 1 The following was presented as a Power Point presentation at an art symposium, honoring the work of Dr. Peter London and the opening of his collected papers and Southern Illinois University Carbondale.
Where we do we make our “being?” Since our existence [being-there = Dasein] is the original place... more Where we do we make our “being?” Since our existence [being-there = Dasein] is the original place of intelligibility, fundamental ontology must clarify the conditions of having any understanding which itself belongs to the entity called Dasein. Today Dasein in increasing becoming more and more digital, in fact all activity is digital or becoming digital in one mode or another, it’s ubiquitous! On the pragmatic side corporate architecture as well as its daily interaction and transaction are all digital. With the advent of games as well as webmasters using VRML or some equivalent of it posses the questions and concerns as who will design the digital domains, graphic artists, IT personnel, game developers and where will we make our being? As architects and designers where will our “digital gesamtkunstwerk” be? Making places for human inhabitation in a nonphysical space raises interesting questions concerning presence, authenticity, adaptability, orientation, and suspension of disbelief...
Online Journal for Workforce Education and …, 2010
The scope of this research aims not only to define and explore the strengths and limitations of h... more The scope of this research aims not only to define and explore the strengths and limitations of humans' "sixth sense" intuition, but also to discover how it can be improved in design thinking and better understood during the maturation of a design student. Intuition is aligned with, among other things, automatic, tacit and unconscious processing, implicit memory, and procedural knowledge. Broadbent (1973) argued in Design in Architecture that there were seven avenues to approach any particular problem, to include deduction, induction, algorithm, ratio, analogy, metaphor, and chance. But perchance, there might be another that is often overlooked; that is intuition. In Educating Intuition, Hogarth (2001) tackles a fascinating topic that has until now garnered little scientific attention; that is intuition. This study conducts a survey of the design pedagogy, in particular the problem solving methods taught to undergraduate architecture and interior design students. It is hypothesized that the problem solving method of intuition is not addressed. Observations as to why intuition is not addressed as a design problem solving method are provided in order to assist faculty in developing opportunities for such to occur.
A theoretical model of learning employing constructivism, neuroscience, and phenomenology: Constructivist neurophenomenology
Perceptions of Architects Regarding Use of Computers and Educational Requirements for Architectural Technicians
This paper identifies those cognitive competencies common to all CAD programs to determine which ... more This paper identifies those cognitive competencies common to all CAD programs to determine which will best prepare the students for entry-level CAD proficiency and flexibility within the profession. A survey of architectural firms identifying their perceived CAD competencies is reviewed. A concluding taxonomy of objectives in the cognitive domain is presented.
Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank... more Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank Grounds. While there was not a lot to do, the base had a coffeehouse where one could have great conversations and enjoy a good cup of coffee. The coffee house was decorated with various posters. One of those posters caught my eye, it was of a dandelion with the following quote from R. Buckminster Fuller (1971), "God, to me, it seems, is a verb not a noun, proper or improper" (p. 23). A more exhaustive definition of this quote can be found in No More Secondhand God: Here is God's purpose-For God, to me, it seems, is a verb not a noun, proper or improper; is the articulation not the art, objective or subjective; is loving, not the abstraction "love" commanded or entreated; is knowledge dynamic, not legislative code, not proclamation law, not academic dogma, nor ecclesiastic cannon. Yes, God is a verb, the most active, connoting the vast harmonic reordering of the universe from unleashed chaos of energy. And there is born unheralded a great natural peace, not out of exclusive pseudo-static security but out of including, redefining, dynamic balancing. Naught is lost. Only the false and nonexistent are dispelled (Fuller, 1971, p. 23). With the spring of 1976 came my first opportunity to hear R. Buckminster Fuller (better known as "Bucky") speak at Shylock Auditorium. His reputation for giving long lectures was apparent. The lecture was exhaustive, lasting some six hours! After my stint in the military, traveling around Europe, I finished a Bachelor's degree in architecture; later moving on to a Master's degree of Environmental Design, studying in the same design department where Bucky once taught (from 1960 to 1971). The first course in the graduate program was general systems theory. This was "systems thinking." In "Learning Tomorrow: Education for a Changing World," in Buckminster Fuller on Education, Bucky (1979) quotes the natural philosopher Professor Percival Bridgman, who asked, "How do you suppose it happened that Einstein surprised all the scientists? Why were all the scientists caught off __________ 1 The following was presented as a Power Point presentation at an art symposium, honoring the work of Dr. Peter London and the opening of his collected papers and Southern Illinois University Carbondale.
Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank... more Over forty years ago I found myself drafted in the US Army, stationed at Grafenwoehr Germany Tank Grounds. While there was not a lot to do, the base had a coffeehouse where one could have great conversations and enjoy a good cup of coffee. The coffee house was decorated with various posters. One of those posters caught my eye, it was of a dandelion with the following quote from R. Buckminster Fuller (1971), "God, to me, it seems, is a verb not a noun, proper or improper" (p. 23). A more exhaustive definition of this quote can be found in No More Secondhand God: Here is God's purpose-For God, to me, it seems, is a verb not a noun, proper or improper; is the articulation not the art, objective or subjective; is loving, not the abstraction "love" commanded or entreated; is knowledge dynamic, not legislative code, not proclamation law, not academic dogma, nor ecclesiastic cannon. Yes, God is a verb, the most active, connoting the vast harmonic reordering of the universe from unleashed chaos of energy. And there is born unheralded a great natural peace, not out of exclusive pseudo-static security but out of including, redefining, dynamic balancing. Naught is lost. Only the false and nonexistent are dispelled (Fuller, 1971, p. 23). With the spring of 1976 came my first opportunity to hear R. Buckminster Fuller (better known as "Bucky") speak at Shylock Auditorium. His reputation for giving long lectures was apparent. The lecture was exhaustive, lasting some six hours! After my stint in the military, traveling around Europe, I finished a Bachelor's degree in architecture; later moving on to a Master's degree of Environmental Design, studying in the same design department where Bucky once taught (from 1960 to 1971). The first course in the graduate program was general systems theory. This was "systems thinking." In "Learning Tomorrow: Education for a Changing World," in Buckminster Fuller on Education, Bucky (1979) quotes the natural philosopher Professor Percival Bridgman, who asked, "How do you suppose it happened that Einstein surprised all the scientists? Why were all the scientists caught off __________ 1 The following was presented as a Power Point presentation at an art symposium, honoring the work of Dr. Peter London and the opening of his collected papers and Southern Illinois University Carbondale.
Where we do we make our “being?” Since our existence [being-there = Dasein] is the original place... more Where we do we make our “being?” Since our existence [being-there = Dasein] is the original place of intelligibility, fundamental ontology must clarify the conditions of having any understanding which itself belongs to the entity called Dasein. Today Dasein in increasing becoming more and more digital, in fact all activity is digital or becoming digital in one mode or another, it’s ubiquitous! On the pragmatic side corporate architecture as well as its daily interaction and transaction are all digital. With the advent of games as well as webmasters using VRML or some equivalent of it posses the questions and concerns as who will design the digital domains, graphic artists, IT personnel, game developers and where will we make our being? As architects and designers where will our “digital gesamtkunstwerk” be? Making places for human inhabitation in a nonphysical space raises interesting questions concerning presence, authenticity, adaptability, orientation, and suspension of disbelief...
Online Journal for Workforce Education and …, 2010
The scope of this research aims not only to define and explore the strengths and limitations of h... more The scope of this research aims not only to define and explore the strengths and limitations of humans' "sixth sense" intuition, but also to discover how it can be improved in design thinking and better understood during the maturation of a design student. Intuition is aligned with, among other things, automatic, tacit and unconscious processing, implicit memory, and procedural knowledge. Broadbent (1973) argued in Design in Architecture that there were seven avenues to approach any particular problem, to include deduction, induction, algorithm, ratio, analogy, metaphor, and chance. But perchance, there might be another that is often overlooked; that is intuition. In Educating Intuition, Hogarth (2001) tackles a fascinating topic that has until now garnered little scientific attention; that is intuition. This study conducts a survey of the design pedagogy, in particular the problem solving methods taught to undergraduate architecture and interior design students. It is hypothesized that the problem solving method of intuition is not addressed. Observations as to why intuition is not addressed as a design problem solving method are provided in order to assist faculty in developing opportunities for such to occur.
A theoretical model of learning employing constructivism, neuroscience, and phenomenology: Constructivist neurophenomenology
Perceptions of Architects Regarding Use of Computers and Educational Requirements for Architectural Technicians
This paper identifies those cognitive competencies common to all CAD programs to determine which ... more This paper identifies those cognitive competencies common to all CAD programs to determine which will best prepare the students for entry-level CAD proficiency and flexibility within the profession. A survey of architectural firms identifying their perceived CAD competencies is reviewed. A concluding taxonomy of objectives in the cognitive domain is presented.