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Simulacrum, Not Simulation: A Theoretical Approach to Simulation in Education

Webb, Alexander;


As the practice of architecture grows increasingly more infatuated with verisimilitude, the technical skills required to enable a morphogenetic design process become increasingly specific and extensive. While this model is not as problematic within the realm of practice, in a pedagogical environment the time and expertise requisite for conducting and evaluating comprehensive simulation is an impediment to developing fundamental design skills and mastery of a morphogenetic process. This paper promotes an approach of simulacra; a procedural acknowledgement of an imperfect simulation that serves to advance design aptitude and critical thinking, rather than the pretention of perfection or accuracy.


Palavras-chave: Simulation, Morphogenetic design, Computational design, Simulacrum, Performance,


DOI: 10.5151/despro-sigradi2013-0070

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Como citar:

Webb, Alexander; "Simulacrum, Not Simulation: A Theoretical Approach to Simulation in Education", p. 369-372 . In: Proceedings of the XVII Conference of the Iberoamerican Society of Digital Graphics: Knowledge-based Design [=Blucher Design Proceedings, v.1, n.7]. São Paulo: Blucher, 2014.
ISSN 2318-6968, DOI 10.5151/despro-sigradi2013-0070

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