Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
Course ID600000853

Programme of Study: PROGRAMMA SPOUDŌN 2020-21 EŌS SĪMERA

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course633

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Class ID
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Learning Outcomes
The learning outcomes are expected to be: -the understanding of concepts, theories, methods and techniques that make up the modern architecture from the perspective of human sciences (sociology, anthropology, psychology, neurophysiology) -the understanding and knowledge of the relationship that links architecture to society and generally to its wider context - the understanding and knowledge of the perceptual qualities of space and architecture -the knowledge of issues related to the multi-sensory environment, the body-motion-sensation-space relationship -the development and cultivation of critical thought -the familiarity with the interdisciplinary approaches of architecture - collecting, analyzing, and synthesizing the data of an investigation - familiarity with research procedures
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
In the context of the course is discussed the role of Ηuman Sciences in the establishment of the field of theory of architecture and in the formation of architectural thought and practice. Also is clarified the research process as a means of implementation of human sciences in the compositional process by the use of the appropriate tools and techniques. Moreover is examined the relationship among man and built environment through perceptual and experiencing processes and are presented in detail the concepts that nurture the design in the varying levels of its organisation. Reference is made to their diachronic presence in the field of architecture with insights into focal points of their semantic displacements. Also are examined issues of space-society relations, namely the remodeling of spaces and uses in the context of modern social phenomena, such as migration and mobility, exclusions, the homeless, multiculturalism, contemporary educational and environmental condition. The examination of these issues is taking place both at a theoretical level and through the analysis of examples, while reference is made to findings of field research surveys of teachers and others. In this context and for more effective uptaking and understanding of the content of the course we make extensive use of electronic audiovisual material, images (photographs, drawings and sketches), tables, charts and videos.
relationship of human sciences and architecture
Educational Material Types
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment32
Written assigments16
Student Assessment
Students are evaluated on the basis of their interest in and participation in the course, the ability to engage in the knowledge that the course attempts to impart, as well as their ability of analysis and synthesis, and their critical thought as reflected in the written dissertation and its presentation at the end of the course semester.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Course Bibliography (Eudoxus)
Τσουκαλά, Κ., Παντελίδου, Χ., Conenna, C., Δανιήλ, Μ. (2012). νεολαια.www.δημοσιος χωρος. Θεσσαλονίκη: Επίκεντρο. Τσουκαλά, Κ. (2006). Παιδική αστική εντοπία. Αθήνα: Τυπωθήτω.
Additional bibliography for study
ARNHEIM, R., 1976, La pensée visuelle, Paris: Flammarion. ARNHEIM, R., 1999, Tέχνη και Oπτική Aντίληψη, Aθήνα: Θεμέλιο (μετάφραση Iάκωβος Ποταμιάνος). APNHEIM, R., 1977, The Dynamics of Architectural Form, Los Angeles: University of California Press. APPLEYARD, D., 1970, Planning a Pluralist City, Massachussets: MIT Press. CANTER, D., 1981, Περιβαλλοντική Ψυχολογία, (μετάφρ. Π. Kοσμόπουλος), Θεσσαλονίκη: University Studio Press. BAIRD, J.C., LUTKUS, A.D., 1982, Mind, Child, Architecture, London: University Press of New England. BELL, P., FISCHER, J., LOOMIS, R., 1978, Environmental Psychology, Philadelphia: Saunders Company. BLOOMER, K., MOORE, Ch., 1977, Body, Memory and Architecture, New Haven and London: Yale University Press. DOWNS, R., STEA, D. (επιμ.), 1973, Image and Environment, Chicago: Aldine Publishing Company. ELLIN, N. (επιμ.), 1997, Architecture of Fear, New York: Princeton Architectural Press. FISCHER, G.N., 1992, Psychologie sociale de l'environnement, Paris: Privat - Pratiques sociales. FISCHER, G.N., 1981, La Psychosociologie de l'espace, Paris: P.U.F. GRAWITZ, M., 1984, Méthodes des Sciences Sociales, Paris: Dalloz. LANG, J., BURNETTE, C., MOLESKI, W., VACHON, D. (επιμ.), 1974, Designing for Human Behavior: Architecture and the Behavioral Sciences, Pennsylvania: Dowden, Hutchinson & Ross. LEACH, N. (επιμ.), 1997, Rethinking Architecture. A Reader in Cultural Theory, London and New York: Routledge. LEE, T., 1976, Psychology and the Environment, London: Methuen. LEVY-LEBOYER, C., 1980, Psychologie et environnement, Paris: P.U.F. MICHELSON, W. (επιμ.), 1975, Behavioral Research Methods in Environmental Design, Community Development Series, Halsted Press. MOORE, G.T., COLLEDGE, R.G. (επιμ.), 1976, Environmental Knowing, Pennsylvania: Dowden, Hutchinson & Ross. ΠΕΤΜΕΖΙΔΟΥ, Μ. (επιμ.), 1998, Σύγχρονη Κοινωνιολογική Θεωρία. Δομισμός, Μετα-δομισμός, Δομοποίηση, Επικοινωνιακή Δράση, Προοπτικές Εξέλιξης της Κοινωνιολογικής Θεωρίας, Ηράκλειο : Πανεπιστημιακές Εκδόσεις Κρήτης. PROSHANSKY, H., ITTELSON, W., RIVLIN, L. (επιμ.), 1970, Environmental Psychology, New York: Holt, Rinehart and Winston. ΣΤΑΥΡΑΚΑΚΗΣ, Γ., 2008, Ο Λακάν και το πολιτικό, Αθήνα: Ψυχογιός. ΣΤΑΥΡΙΔΗΣ, Στ., 1990, Η συμβολική σχέση με τον χώρο, Αθήνα: Κάλβος. ΣΤΑΥΡΙΔΗΣ, Στ., 2002, Από την πόλη οθόνη στην πόλη σκηνή, Αθήνα: Ελληνικά Γράμματα. TSOUKALA, K., 2001, L’image de la ville chez l’enfant, Paris: Anthropos. ΤΣΟΥΚΑΛΑ, Κ., 2006, Παιδική αστική εντοπία, Αθήνα: Τυπωθήτω Γ. Δαρδανός. ΤΣΟΥΚΑΛΑ, Κ. (2009), Εξαστισμός και Ταυτότητα, Θεσσαλονίκη: Επίκεντρο.
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