A New Apprenticeship
The delicate dance that occurs among collaborators when tackling a design problem is a balance of ideas, communication and ego. Innovation can be sparked with a seemingly innocuous comment; heated debates can occur as different paths emerge. It can be exciting. It can be difficult. Emotions that run high must be acknowledged, then relinquished to refocus on the task at hand.
I learned this lesson?and many others?as a junior intern while working on a very large, complex project. Its success required close collaboration between several strong leaders. Sitting within earshot from two of the project?s architectural principals and working elbow-to-elbow with talented colleagues, the open studio working environment was a crucible of learning. My actual tasks were simple, but by being surrounded by more experienced staff while doing them, I learned lessons of leadership, compassion and collaboration. It was in large part an unconscious process?by overhearing conversations, I understood the context of my-day-to-day work in a meaningful way. DIALOG’s Edmonton studio. Photo courtesy DIALOG
My experience is not unique. In the book Situated Learning: Legitimate Peripheral Participation (1991), social anthropologist Jean Lave and educational theorist Etienne Wenger describe learning as a social process, rather than a matter of individual cognitive development. Through apprenticeship, team members become part of a ?community of practice? where ?old timers? model behaviours and ...
_MFUENTENOTICIAS
canadian architect
_MURLDELAFUENTE
https://www.canadianarchitect.com/
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