Pedagogías Arquitectónicas

“Pedagogías Arquitectónicas” [Architectural Pedagogies] is a research project developed since in 2008 for the Ministry of Education of Spain and the Polytechnic University of Madrid.

That original exploration consisted on a kind of ethnography on the way architecture was taught at Madrid School of Architecture.

The main research lines upon this work intended to study, analyze and revise purposefully  general educational systems and methodologies for teaching architecture, focusing on:

*Objectifying the elements of an educational project and its practical development.
*Making transparent the educational structure of a methodology.
*Trying to define what an experimental system is and what it involves.
*Linking teacher and student in participative and dialectical dynamics.
*Generating open knowledge through real time publishing of the research.

“Pedagogias Arquitectónicas” was developed in its first stage by Enrique Espinosa & Diana Hernández, under supervision of GEP-ETSAM professors Paula Montoya & Andrés Perea.


The research implies becoming a visiting professor at 7 ETSAM units, gathering different levels and methodologies:
*ud.19 Maroto. Grupo Efrén GªGrinda + Cristina Díaz Moreno (niveles 1-2-3)
*ud.15: Linazasoro (levels 1-2-3)
*ud.05: Campo Baeza (levels 4-5)
*ud.17: López-Peláez (levels 8-9)
*ud.26: Federico Soriano (levels 8-9)
*ud.22: GEP: Izaskun Chinchilla, Andrés Perea, J.L. Vallejo, Paula Montoya (vertical atelier)
*ud.PFC: Juan Herreros (final level)

The research implies the visualization of pedagogical data: Classes video registration, pedagogical principles, bibliography, course programmes, human statistics (professors, students, colaborators), object statistics (disposition, references, timing…), evaluation spaces, reference documents, communication documents, products (students production).

Pedagogías Arquitectónicas Trailer-Article on Issuu.



Metamethodology Blog is a personal research by Enrique Espinosa, Architect, PhD by UPM Madrid School of Architecture and co-founder of PKMN architectures.

It is the continuation of the previous research “Pedagogías Arquitectónicas” focused on Architecture Project teaching in schools of architecture. The aim of that research, developed together with Diana Hernández, was to rethink alternative ways of teaching the discipline but also to reveal the undestanding of the internal creative collective dynamics happening on learning space and time.

Metamethodology studies the relations between “Co-learning/Co-doing” (collective learning and collective production), posing specifically target on the space linking both actions. It intends to do so by recognizing and reviewing both historical and contemporary theoretical sources, but especially through real and concrete examples in the fields of creativity, communication, learning, networking, lab-experimentation or innovation.

It is particularly challenging as a study considering all the changes in creative disciplines from the fields of learning to production as a result of the paradigm shift caused by the emergence of the Internet as a space for the restructuring of the planet and humanity as a global network. This paradigm shift has generated a number of very important sub-changes and the emergence of many new concepts that inevitably operate in our daily lives and are progressively introduced in everyday areas such as education itself. Terms like “abundance logics”, “Internet 2.0”, “social network”, “p2p sharing” ,”free software”, “virtual community”, etc. decisively affect our action, learning and production environments.

“Co-learning/Co-doing” part with the intuition that there are some pedagogies more aligned with our Contemporary than others, and the real world is full of precedents, references, tools, models and examples. In the same way there are some creative and production production logics related to the new conditions of communication, information management and knowledge production. Both are associated with a wide range of conditions that have to do with network and collective structures.

This research is also connected with a bunch of paradigm shifts as new conditions affecting contemporary creative practices:

* Action Network.

* From teaching to learning: A “zone of proximal development ” against the ex-cathedra training.

* Learn-experiment-produce : Hybrid and interrelated spheres of human activity (away from the Academia separate compartments).

* Experimentation as a tool for learning and adaptation.

* The student as the protagonist of the framework and educational system .

* The collective learning environments:

* Systems networks from systems of personalities.

Metamethodology blog will try to configure an open and multi-format etnographic space on collective learning-and-doing praxis.