lect3 - As shape grammar makes its beginning first in...

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As shape grammar makes its beginning first in education, is it still wise to take the slow by hand approach to teaching or say for example speed up the program at rigorous design schools to get people involved quicker and in quality numbers?
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"Rules do not circumvent intuition, inspiration and so forth" - I agree with the argument that "the designs of rules involve intelligence and intuition, imagination, etc.", however can it not be considered that this type of design requires a different set of skills (more mathematical perhaps) than creating purely from / in an original kind of way?
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It seems to me that architecture, art, and design are only minimally about shape, so how can a shape grammar take into consideration other design issues, including program and structure and even intention or message?
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rule X Y
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shape rule: X Y design A rule applies to a design: whenever there is a transformation t that makes the left-side X a part of the design: t (X) design To apply the rule:
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lect3 - As shape grammar makes its beginning first in...

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