Imagining with and in Space: Structural support as a cognitive device in architectural education

In this paper, we will argue that the spatio-temporal structure of the pedagogical set-up and the elaboration of an evolutionary support for operations of cognition and imagination are powerful in transforming learning cultures. We develop this argument in proposing a translation of the Scaffolded Mind theory into architecture education. In the framework of the first-year architectural design studio at ALICE EPFL, we introduce the 'protostructure', which plays the role of both a cognitive and physical support, enhancing the spatial knowledge acquisition path of students and teachers. Analysing the protostructure through the structuring dimensions of the Scaffolded Mind, namely trust, entrenchment and individual collective, we assess how this cognitive support performs in such an educational setting.