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Papers by Antonis Papamanolis

ArchiDoct, 2018

It is a well documented fact that the effects information age are felt across the whole spectrum ... more It is a well documented fact that the effects information age are felt across the whole spectrum of the architectural field, from theory to construction. Among the trends that have emerged one can cite the increased interest in digital fabrication methods, or in other words the creation of design prototypes using numerically controlled tools. The implications of this phenomenon are numerous, ranging from practical considerations regarding the expedience of the new methodologies to theoretical ones, such as to how does prototyping affect the architectural model and by extension the design process in general. This paper, which is part of a Doctoral research on the impact of digital media on architectural education will attempt to explore some salient issues of prototyping in architectural design, focusing on the educational aspect. Certain implication of these issues as well as proposed frameworks for contextualizing them will also be briefly discussed.

ShoCK! - Sharing Computational Knowledge! - Proceedings of the 35th eCAADe Conference, 2017

This paper forms part of a broader inquiry regarding possible theoretical models for interpreting... more This paper forms part of a broader inquiry regarding possible theoretical models for interpreting and understanding digital architectural design. Such models include hermeneutics, activity theory and design protocols. Starting by highlighting the limits of computational methods in an architectural context, it will be attempted to explore certain implications of the introduction of digital media in the design process. Certain elements from the field of hermeneutics will be introduced in order to understand the impact computational logic has on architectural culture especially in a pedagogical setting. It is argued that such an understanding is crucial in order to design effective strategies for architectural design education in the Information Age.

Revista Lusófona de Arquitectura e Educação, 2013

This paper focuses on a hermeneutic approach to digital architectural methodologies. Firstly, it ... more This paper focuses on a hermeneutic approach to digital architectural methodologies. Firstly, it is established that the digital design product can be examined as an object of interpretation. Secondly the digital design process itself is conceptualized as an interpretative process, through the utilization of the model of the hermeneutic circle. An attempt is then been made to establish a framework of two distinct approaches to the integration of the digital tools in design. This framework is finally examined in order to question the limitations of digital design tools regarding the design processes in which they are being integrated.

Rethinking the Human in Technology Drive Architecture - ENHSA International Conference Proceedings, 2011

In his magnum opus, " Truth and Method " , published in 1960, the German philosopher Hans Georg G... more In his magnum opus, " Truth and Method " , published in 1960, the German philosopher Hans Georg Gadamer (1900 – 2002) argued that since the enlightenment, scientific research method in general has become increasingly interrelated with the methods and norms of the so called natural sciences. As a result, humanistic fields of research have suffered as they were forced to adopt the methodology, the tools and eventually, the philosophy of natural sciences. Accordingly, for architecture this trend meant nothing less than a " process that reduced all that is worth knowing about the making of architecture to transparent productive knowledge " (Vesely, D. 2004). It can be argued that this reduction remains one of the central issues that confront the so called " digital " or " IT driven " architectures of today. This is outlined by the problems arising from the integration of a medium, digital tools in this case, that deals primarily with quantifiable elements in an environment (architectural design) that must take into consideration elements that are impossible to reduce to quantifiable variables. The roots, as well as the repercussions of this inherent dichotomy in contemporary architecture is a matter that merits serious discussion, and can be traced to the gap that has appeared between architectural praxis and architectural theory (Hays, M. 2000). Faced with the present digital revolution it is useful to recall Mies Van der Rohe's observations, when faced with the " new time " imposed by the industrial/technological revolution. Mies stated that we must set new values and point out ultimate goals in order to gain new criteria. For the meaning and justification of each epoch, even the new one, lies only in providing conditions under which the spirit can exist (Neumeyer, F. 1994). The issues outlined by Mies, remain in many ways, the issues with which contemporary architecture, facing the challenges of the digital revolution of present times, has to deal with. Ultimately, the question of digital (or IT) architectures is not only a matter of " what we design and how we design it " as illustrated by various digital architecture theorists (Kolarevic B.2000, Lynn, G., 1999, Mitchell, W. 1990, etc) but also a matter of WHY we design (Martin, R. 2005). It can be theorized that the WHY can stem from the process of architectural education and the architectural culture it cultivates. As a result, it is crucial to examine the reaction of the architectural educational system vis a vis the introduction of the digital in architectural design. Kastoriadis, in his essay " Psychoanalysis and the demand of autonomy " (Kastoriadis, K. 1989) layed out the following principles that he considered of paramount importance to any educational system: a) An educational system that cannot logically answer the question of those subjected to its education " why are we learning this? " remains incomplete, and b) an educational system that does not afford the maximum possible independence to those educated, is bad. In this regard, if we take for granted the changes of the digital revolution in the field of architecture, we must ask ourselves if the processes of architectural education that are emerging in the wake of the digital are incomplete, or even bad. This line of thought is further discussed in the paper while emphasis is placed on issues related to architectural education in the digital era (Ascanowicz, A. 2007). The discussion in the paper poses questions regarding the integration of digital media in the design process and highlights the need for a re-evaluation of both the role of Information Technologies in architecture as well as the educational framework that supports it.

ArchiDoct, 2018

It is a well documented fact that the effects information age are felt across the whole spectrum ... more It is a well documented fact that the effects information age are felt across the whole spectrum of the architectural field, from theory to construction. Among the trends that have emerged one can cite the increased interest in digital fabrication methods, or in other words the creation of design prototypes using numerically controlled tools. The implications of this phenomenon are numerous, ranging from practical considerations regarding the expedience of the new methodologies to theoretical ones, such as to how does prototyping affect the architectural model and by extension the design process in general. This paper, which is part of a Doctoral research on the impact of digital media on architectural education will attempt to explore some salient issues of prototyping in architectural design, focusing on the educational aspect. Certain implication of these issues as well as proposed frameworks for contextualizing them will also be briefly discussed.

ShoCK! - Sharing Computational Knowledge! - Proceedings of the 35th eCAADe Conference, 2017

This paper forms part of a broader inquiry regarding possible theoretical models for interpreting... more This paper forms part of a broader inquiry regarding possible theoretical models for interpreting and understanding digital architectural design. Such models include hermeneutics, activity theory and design protocols. Starting by highlighting the limits of computational methods in an architectural context, it will be attempted to explore certain implications of the introduction of digital media in the design process. Certain elements from the field of hermeneutics will be introduced in order to understand the impact computational logic has on architectural culture especially in a pedagogical setting. It is argued that such an understanding is crucial in order to design effective strategies for architectural design education in the Information Age.

Revista Lusófona de Arquitectura e Educação, 2013

This paper focuses on a hermeneutic approach to digital architectural methodologies. Firstly, it ... more This paper focuses on a hermeneutic approach to digital architectural methodologies. Firstly, it is established that the digital design product can be examined as an object of interpretation. Secondly the digital design process itself is conceptualized as an interpretative process, through the utilization of the model of the hermeneutic circle. An attempt is then been made to establish a framework of two distinct approaches to the integration of the digital tools in design. This framework is finally examined in order to question the limitations of digital design tools regarding the design processes in which they are being integrated.

Rethinking the Human in Technology Drive Architecture - ENHSA International Conference Proceedings, 2011

In his magnum opus, " Truth and Method " , published in 1960, the German philosopher Hans Georg G... more In his magnum opus, " Truth and Method " , published in 1960, the German philosopher Hans Georg Gadamer (1900 – 2002) argued that since the enlightenment, scientific research method in general has become increasingly interrelated with the methods and norms of the so called natural sciences. As a result, humanistic fields of research have suffered as they were forced to adopt the methodology, the tools and eventually, the philosophy of natural sciences. Accordingly, for architecture this trend meant nothing less than a " process that reduced all that is worth knowing about the making of architecture to transparent productive knowledge " (Vesely, D. 2004). It can be argued that this reduction remains one of the central issues that confront the so called " digital " or " IT driven " architectures of today. This is outlined by the problems arising from the integration of a medium, digital tools in this case, that deals primarily with quantifiable elements in an environment (architectural design) that must take into consideration elements that are impossible to reduce to quantifiable variables. The roots, as well as the repercussions of this inherent dichotomy in contemporary architecture is a matter that merits serious discussion, and can be traced to the gap that has appeared between architectural praxis and architectural theory (Hays, M. 2000). Faced with the present digital revolution it is useful to recall Mies Van der Rohe's observations, when faced with the " new time " imposed by the industrial/technological revolution. Mies stated that we must set new values and point out ultimate goals in order to gain new criteria. For the meaning and justification of each epoch, even the new one, lies only in providing conditions under which the spirit can exist (Neumeyer, F. 1994). The issues outlined by Mies, remain in many ways, the issues with which contemporary architecture, facing the challenges of the digital revolution of present times, has to deal with. Ultimately, the question of digital (or IT) architectures is not only a matter of " what we design and how we design it " as illustrated by various digital architecture theorists (Kolarevic B.2000, Lynn, G., 1999, Mitchell, W. 1990, etc) but also a matter of WHY we design (Martin, R. 2005). It can be theorized that the WHY can stem from the process of architectural education and the architectural culture it cultivates. As a result, it is crucial to examine the reaction of the architectural educational system vis a vis the introduction of the digital in architectural design. Kastoriadis, in his essay " Psychoanalysis and the demand of autonomy " (Kastoriadis, K. 1989) layed out the following principles that he considered of paramount importance to any educational system: a) An educational system that cannot logically answer the question of those subjected to its education " why are we learning this? " remains incomplete, and b) an educational system that does not afford the maximum possible independence to those educated, is bad. In this regard, if we take for granted the changes of the digital revolution in the field of architecture, we must ask ourselves if the processes of architectural education that are emerging in the wake of the digital are incomplete, or even bad. This line of thought is further discussed in the paper while emphasis is placed on issues related to architectural education in the digital era (Ascanowicz, A. 2007). The discussion in the paper poses questions regarding the integration of digital media in the design process and highlights the need for a re-evaluation of both the role of Information Technologies in architecture as well as the educational framework that supports it.