The typology of situation of the architect`s social and communicative competence formation

Abstract

Training the future architects to interact in the socio-cultural environment of the city and the interdisciplinary space of the construction sector of the economy is an urgent task of professional education. Modern design practice shows that the result of erroneous ideas of architects about the "social order" of society can be social conflicts and abandoned urban areas. The world has accumulated considerable experience in ensuring the social sustainability of the city by coordinating architectural and urban planning projects with representatives of different social groups of society and teaching this process to students of architectural specialties.

Taking into account the interests of different social groups and finding compromises between them, the architect often changes (inverts) their initial ideas about the future project. This proves the importance of forming the ability of future architects to critically evaluate existing professional ideas, responding to changing socio-economic, engineering, artistic, stylistic and other expectations of society from the spatial environment of life. It is proposed to mixture all these qualities into the social and communicative competence of the architect. This article is devoted to the development of a system of scientific and educational situations that ensure the acquisition of social and communicative competence of an architect.

The author reveals the essence of the inverse processes in the professional mentality of the architect, which means a change of priorities in the system of knowledge ("fields") about architecture as a result of socio-cultural interaction, defines a new, universal socio-cultural competence of the architect. This competence means the ability to design a stable spatial environment of vital activity, taking into account the interests of diverse social communities, responding to new socio-economic requirements and scientific and technical innovations. Based on the comparative analysis, differences in the psychological and pedagogical characteristics of the training stages of future architects in single-level and two-level systems of vocational education are revealed. The forms of socio-cultural scientific and educational practices in architecture are described and classified, their dependence on the goals and stages of professional training and the tasks to be solved. Various types of communicative situations in architectural practice are compared with the psychological stages of the modern system of training architects and widespread forms of interaction.

The situations of the formation of social and communication competence are combined into a system. The direction of development of this research is established, as the development of components of the content of social and communicative competence, methods of its assessment, testing of the results have been obtained.

The article is intended for students of architectural faculties, teachers and scientists working in the field of professional architectural education and pedagogy.