Architektūros studijos Vilniaus Universitete 1773 -1832 metais:
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | Lithuanian |
| Veröffentlicht: |
Vilnius
Vilniaus Dailės Akademijos Leidykla
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T: Studies of architecture in Vilnius University |
| Beschreibung: | 278 S. Ill. |
| ISBN: | 9789955854609 |
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Datensatz im Suchindex
| _version_ | 1804141078443458560 |
|---|---|
| adam_text | TURINYS
JVADAS
/ 9
MENU MOKYMO REFORMOS LIETUVOS-LENKIJOS
VALSTYBÉJE
XVIII
A. ANTROJOJE
PUSÉJE
/ 27
Menu mokymo institucijos Stanislovo
Augusto
Poniatovskio
valdymo
pradžioje
(1764-1770
m.) !
28
Dailès
akademijos
idèjos
užuomazgos Krokuvoje
ir
Varšuvoje
/ 32
Antanas
Tyzenhauzas
ir Cardino
statybos mokykla
/ 35
Edukacìnés
komisijos veikla steigiant
тепц
mokymo
institucijas
(1773-1783
т.) /
44
Edukacinès
komisijos veiklos kryptys
sprendžiant
meninio
lavinimo problemas
/ 44
Meninio ugdymo idéjos
Edukacìnés
komisijos veikéjq darbuose
/ 48
Edukacinè
komisija
Ir architektüros
dèstymas Vilnìaus
universitete
/ 52
Vyskupo Ignoto Jokubo Masalskio iniciatyva ir
architektüros
studijos Vilniuje / 52
Martyno
Knakfuso
estetinés
ir
pedagoginès
paziüros
/ 56
Architektüros
dèstymas
1777-1787
т.:
jezuity
tradicijos
tąsa
/ 61
VILNÌAUS UNIVERSITETO
ARCHITEKTÜROS
KATEDRA
(1793-1832
M.)
/ 65
Architektüros
katedros
tvirtéjimas
/ 67
Kada jsteigta
Architektüros
katedra?
/ 69
Didaktiné Lauryno GuceviCiaus
veikla / 73
Mykolas
Sulcas
- architektüros
pedagogas
/ 77
Mykolo
Šulco
teorinés paziüros
/ 82
Viceprofesorius Mykoias
Kado
/ 99
Katedros absolventai
(1798-1812
т.)
/104
Meninio lavinimo principai Vilniaus universitete
ir
Architektûros
katedros
aukso amžius
/ 109
Meninés edukacijos
vieta
1803
m.
Vilniaus universiteto
reformoje
/ 110
Architekturos katedros veikla po
1803
m.
/ 115
Naujos pastangos reformuoti
тепц
studijas Vilniaus
universitete
/
гіб
Karolio
Podčašinskio
rengimas
Architektûros
katedros vadovu
/ 120
Pedagoginé Karolio
PodČašinskio
veikla
/ 131
Méginímai reorganizuoti
architektûros
studijas
/ 145
Karolio
Podčašinskio mokiniai
/ 152
ARCHITEKTÜROS MOKYMAS
1773-1832
M. NEUNIVERSITETINÈSE
LIETUVOS MOKYKLOSE
/ 157
Aichitektüros
vieta
neuniversitetini^
токукіц
švietimo sistemoje
/157
Architekturos mokymas Kražia mokykloje
/171
Architektúra Kremeneco licéjuje
/193
APIBENDRINIMAI
/ 204
SUMMARY
/ 209
ŠALTINIAI
/ 219
PUBLIKUOTI ŠALTINIAI
ÏR
SENIEJI SPAUDINIAI
/ 225
LITERATURA
/ 230
SANTRUMPOS
/235
PRIEDAS:
VILNIAUS
UNIVERSITETO STUDENTAI,
LANKĘ
ARCHITEKTÜROS
PASKAITU
KURSA 1798-1832
M.
/ 236
ŠALTINIAI
IR LITERATURA
/ 277
Summary
STUDIES OF ARCHITECTURE IN VILNIUS UNIVERSITY
(1773-1832)
Searching for the sources of the institutional professional architec¬
ture education in Lithuania, the focus should be on public, social
and cultural changes brought in by the Enlightenment epoch in the
second half of the
18*
century. In terms of history and arts, it was a
controversial period, full of dynamic events, multifaceted political
activities, creative quest and attempts to reform the society and the
state. The ideas of the Enlightenment, which spread from Western
Europe, were penetrating into the internal life of the state and ener¬
gising various fields of culture. Modernisation developments were
most apparent in the area of science and art, the development of
which in the Age of the Enlightenment was marked with secularisa¬
tion, differentiation and specialisation.
There are two goals of historically established architecture ed¬
ucation, as are the goals of the transfer of experience in any other
sphere: to prepare for professional activity or to build on the gen¬
eral level of education without aiming at the result of professional
education. At different stages of cultural development this experi¬
ence is transferred in different ways. The development of education
in Lithuania in the i4th-2Oth centuries followed two educational mo¬
dels that coexisted and competed: one being traditional conserva¬
tive, based on practical experience and action, and the other being
based on the culture of writing, theoretical knowledge and special¬
ised professional studies. This allows raising a question as to wheth¬
er there was an interaction of these educational models in architec-
209
ture
education as well as in the whole system of education. In the
epoch of Enlightenment, during which the economic and political
life of Lithuania was noticeably intensifying, relations with the out¬
er world were expanding, and education was gaining popularity in
the society; aesthetic and educational priorities and the time dedi¬
cated to practical or theoretical architecture education were chang¬
ing. What changes took place in architecture education over the pe¬
riod: did activation of universal scientific and educational life in the
Enlightenment influence the change of tuition methods applicable
to architecture? How did architecture education make its way into
the system of education
-
into traditional and modern educational
institutions in the period of history under investigation, and what
was its place in the ambitious plans of the people that surrounded
the last ruler of the Lithuanian-Polish Commonwealth
Stanislaw
Au¬
gustus Poniatowski and in the far-reaching reforms of the Education
Commission?
Unlike in the first half of 19th century, no stronger schools were
shaped that could be clearly distinguished in the overall develop¬
ment of education and architecture history in the general evolu¬
tion of Lithuanian architecture educational institutions in the 18th
century. This can possibly be the reason why the development of re¬
spective studies prior to the 19th century has not been extensively
investigated and has sometimes been disregarded by and large as
the phenomenon that has not contributed to the professional archi¬
tecture of Lithuania. Poorly investigated, this sphere of architecture
has not been evaluated as seen in the context of the culture of the
18th
-
the first half of the 19th centuries, and the importance of tradi¬
tions and programme objectives (the establishment of which began
in the 18th century) in the formation of the Department of Architec¬
ture in Vilnius University as a separate professional education trend
has not been identified.
210
Defining the current level of the studies of architecture educa¬
tion in Lithuania in the 18th
-
the first half of the 19th centuries, it
may be stated that first, the sphere has not been investigated in its
totality, and second, the investigations have been limited to the his¬
tory of the Department of Architecture, which was founded in
1793,
and a modest overview of its pro-history in the Jesuit Academy. The
Department of Architecture was believed to be the only centre of the
studies of architecture in Lithuania in the given period, and its gen¬
esis was identified exclusively with the university tradition that is
defined as an isolated phenomenon, like stemming only from itself.
Such interpretation does not give the picture of architecture educa¬
tion in Lithuania and its institutional development. Separate forms
of institutionalised studies and institutions before the 19th century
are not treated in historiography, while the same is true about what
was happening outside Vilnius University in the 19th century. Their
role and significance of the development of architecture didactics,
theory and, in general, culture has not been clarified yet.
Sources of architecture education in the Grand Duchy of Lithua¬
nia developed and persisted very unevenly. Documentation of the
18th century architecture studies in Lithuania was not accumulated,
documents being miscellaneous and dispersed throughout vari¬
ous depositories. Whereas abundant empirical material exists and
reflects the development of architecture education in the first half
of the nineteenth century. All documentation can be roughly classi¬
fied into several groups: architectural theory texts, curricula, notes
taken by professors and students during their studies; institutional
statutes, official documents of the Education Commission and of
the
1797
and
1803
reforms; the archives of Vilnius University and
schools under its control; the archives of building organisation of
the 19th century; and various published personal reminiscences. The
illustrations (manuscript pages of the treatise and graphics) found
in the archives of Vilnius visually reflect the dynamism of the inter-
211
nal
processes of Lithuanian architecture education. The list of stu¬
dents of University s Department of Architecture
(1798-1832)
are pre¬
sented in the
appendice.
The architecture education of the mid-eighteenth
-
the first half
of the nineteenth centuries can be defined as the period of coexist¬
ence of conservative traditional and, in institutional and curriculum
terms, new tuition methods that were inspired by the Enlighten¬
ment; also as the stage when the old type of curricula were gradually
transformed under the influence of the ideas of the Enlightenment.
The following architecture education elements of the second half of
the 18th century are considered to be traditionally conservative:
As opposed to Western Europe, where in the period under inves¬
tigation architecture was established in the curricula of art academies
(education on the academic level was already in the run) and the guild
system no longer functioned, the traditions of guild education were
still strong in Lithuania in the second half of the 18th century. Moreo¬
ver, until the seventies of the 18th century in Lithuania, when a build¬
ing school was founded in
Gardin
(Grodno), architectural training in
guilds was the only form of institutional vocational training.
In the second half of the 18th century in Lithuania, contrary to
Western Europe, architecture in institutional terms still was a part
of
ars liberális
(assigned there in the Renaissance) and part of exact
sciences (mathematics), and was within the field of arts, which was
equalled to the highest level.
Before the education reform undertaken by the Education Com¬
mission, architecture had not been developed into a separate subject
that provided professional training in the schools of GD of Lithua¬
nia. The course in architecture was only a part of general education
in Vilnius Jesuit Academy, in nobility schools of a military type, and
Jesuit and Piarist Collegium Nobilium. There was not enough focus
on architectural studies in these most important educational in-
212
stitutions of the GD of Lithuania: a short course of up to two years
provided only general and technical basis of the theory of architec¬
ture based on classical orders, and it was not capable of training high
ranked professionals-practitioners. Until the eighties of the 18th cen¬
tury, to become an independent professional architect one had to
continue his studies abroad.
The specialisation of the architecture courses mentioned above
offered by educational institutions was very broad. Most often it em¬
braced several spheres: civil construction, building fortification, forti¬
fication, hydraulics and mechanics, civil engineering, artillery and to¬
pography. Unlike in cultural centres of Western Europe (e.g. France),
professional specialisation in the science and education system was
not deep in Lithuania: the spheres of engineers and architects activi¬
ties were not distinctly separated until the 19th century.
The following new features of architecture education are ob¬
served in the second half of the 18th century:
Architecture ran away from the field of mathematics and be¬
came an independent subject that provided a professional qualifica¬
tion and was equivalent to the traditional academic courses of the
higher education status. Gradual institutionalisation of architecture
education that took place in the 18th century laid the foundation for
further development of the training process
-
systematic studies
with definite syllabuses and for professional training of the high¬
est
-
university
-
level in the first half of the 19th century. Architec¬
ture education was institutionalised on all levels of the education
system
-
the highest level of university and non-university educa¬
tion, and on a high school and secondary school level. As architec¬
ture was institutionalised not only in the craft environment, but in
science too, the need for its theoretical approach as well as its theo¬
retical level was growing. Architecture education, established on the
level of higher education, ousted the only form of vocational insti-
213
tutional
training
in architecture available before
-
craftsman s guild
training (Vilnius Mason Guild)
-
from its monopolistic position
and marked a distinct segregation of professional and craft levels as
well as the growth of social prestige of the profession.
A more marked difference between academic norms and tech¬
nological progress, industrialisation and processes of urbanisation
facilitated the splitting off of engineering architecture and becoming
a separate area. In Europe, first and foremost in Paris, specialised engi¬
neer schools were taking shape. This professional differentiation took
place in Lithuania too: a school for professional military engineers
was set up in Vilnius in
1789
to be followed by architecture-related
courses (building statistics, graphical geometry, construction of roads,
bridges and canals) following the example of Paris
École Polytechnique
(functioning since
1795)
in Vilnius University since
1803.
An important factor in the institutionalisation of architec¬
tural studies in Lithuania in the Age of the Enlightenment was the
patrons role
-
by the nobility Radvila s family, A. Tyzenhauz and
I. J. Masalskis, which in a feudal society was a unique form of institu¬
tionalisation of the cultural process.
Projects of visual art schools attempted at in Krakow and War¬
saw, sponsored by
Stanislav
Augustus Poniatowski in the sixties of
the 18th century, were not consistent or targeted conceptually and
were left within the boundaries of private royal patronage. However
the modern attitude that formed on the highest level of the head
of state and regarded as an independent and intellectually signifi¬
cant activity of an artist developed into an initiative of the national
magnitude, which found the start of its realisation in the reforms
launched by the Education Commission. The education system cre¬
ated by the Lithuanian and Polish Education Commission as well
as the crown cultural activity were soundly based on the ideas of
the Enlightenment. The reforms that the Education Commission
214
launched in
1773
and that Governor General of Vilnius
N.
Repnin
(1797)
and Vilnius University guardian A. Chartoriski
(1803)
carried
out were the realisation of one of the basic objectives of the Enlight¬
enment
-
of the idea of the establishment of an art school in Vilnius.
The Department of Architecture that was founded in Vilnius Univer¬
sity at the end of 17th century, as well as other departments, such as
arts, were close to the European visual art academies in their insti¬
tutional framework and activity. These divisions of the so-called Vil¬
nius Art School performed the functions of an academy on the na¬
tional scale as it facilitated the cultural life of the state and exercised
supervision in education institutions.
Under the impact of the social-economic and cultural reali¬
ties of the state as well as the traditions and centres of architecture
education of Europe, the 19th century saw the crystallisation of the
concept of architecture education in Lithuania. In the twenties of
the 19th century, in Vilnius University Department of Architecture,
headed by K. Podchashinski, reached its maturity in respect of its syl¬
labus and the rate of institutional development of almost the same
level as architecture education in the leading cultural centre
-
Paris.
Although in institutional terms the Department of Architecture did
not become part of a separate school of visual arts or a separate spe¬
cialised school, for two decades (from
1793
till
1816)
this department
was one and the only higher specialised architecture school in the
territory of the former Lithuanian and Polish Commonwealth. The
University offered a competitive possibility to Lithuanian students
of architecture and balanced traditional foreign gravity centres in
Prague, Rome, Bologna and Paris. It bridged the gap in architecture
education and met the need for qualified architects in the country.
In
1816-1832,
the didactics of the Department of Architecture
was based on the most advanced methodology
Ecole Polytechnique,
which was absorbed directly from Paris and the most important ad-
215
vantage of which was modern implementation of the synthesis of
theory and practice as well as clearly perceived
dualistic
nature of
architecture as the harmony of science and art, theory and practice.
Technical and artistic trends of architecture were also reflected in
the specialisation of University graduates as since
1803
students
were trained as architects, architects-engineers or civil engineers.
The conceptual didactic direction chosen by
VU
Department of Ar¬
chitecture was also applied by another important centre of art edu¬
cation controlled by the University, i.e. Kremenets lycee.
Targeted and well organised didactics of the Department of Ar¬
chitecture of Vilnius University resulted in the following achieve¬
ments-, its graduates who were most active in the period of the
ібго іеБ-ібб оіез
were famous for their high professionalism and
for being the major power in the country s architecture. Rationalis¬
tic utilitarian doctrine established in their school teaching them not
to be too tightly following the principles of architecture, based on
Classical orders was the basis for their creation, which paved way to
Romanticism. This last generation of the graduates of the Depart¬
ment of Architecture in its stylistic approach was moving away from
Neo-classical aesthetics, applied in their professors works, towards
Romanticism in architecture, varied in its historic forms, and im¬
pacted the appearance of historical architecture in Lithuania.
Vilnius University was characterised by more attention for art
education that was practical established as the result of
1773, 1797,
1803
reforms and had direct influence on educational programmes
of subordinate non-university educational institutions. It was on
this lowest level of institutionalised education that aesthetics, draw¬
ing and architecture courses were launched. Art education in second¬
ary schools did not follow a consistent plan, which clearly marked
aims, tasks and measures; M. Dudzinskis textbook On the Art of
Construction in Three Chapters was written in
1781
but was never
216
published. The same reforms that were undertaken in universities
produced new school curricula where the applied aspect of youth
education was emphasised. The contents of architecture education
did not contain aesthetic-theoretical considerations, it was loaded
rather with empirical knowledge oriented towards the practical
needs of agriculture under development at the moment. In the light
of the Enlightenment ideas and start of industrial manufacture, the
chosen utility contents of architecture didactics was used for filling
the gap that followed the teaching of crafts in shops (guild training)
that had already died out.
Teaching architecture at a university level gave an impulse for
the development of architecture theory in Lithuania. However, the
first efforts in this field
-
Jesuit texts of the 18th century
-
were not
self-contained considerations of the aesthetics and technology of ar¬
chitecture, they were treatises small in volume and scope related to
the didactics of this field. The theory of architecture matured into an
independent area of intellectual activity at the end of the 18th century
and was developing as a separate genre of scientific creation, unre¬
lated to the didactics of this area.
The scale of influence and approach diversity in Lithuanian
architecture theory was very wide from mid 18th century to
1832.
It
covered the principles of architecture theory from the Classical Ren¬
aissance, 17th century Classicism, Neo-classicism to Post-Classicism
related to the criticism of Classicism.
Lithuania did not produce any original theoretical concept dur¬
ing the period under discussion, the treatises written in the local envi¬
ronment were essentially interpretations or compilations of Western
European masters of architecture, which was supplemented with orig¬
inal notes. Compiling followed a pragmatically set rout, frequent
architectural authorities quotations had to testify to the erudition
of the author. Sometimes interim texts rather than original sourc-
217
es
were quoted. In terms of time, Lithuanian theoretical productions
managed to go almost hand in hand with the tendencies observed in
Western European architecture theory and their evolution. Vilnius
University and its environment in Lithuania was the key nucleus of
adapting, developing, applying and popularising the Neo-classical ar¬
chitectural theory. The Lithuanian architectural theory of the 18th cen¬
tury rested on the works by Vitruvius, Italians and Renaissance schol¬
ars (from
Alberti
to Scamozzi) and on their tradition that permeated
the French (C.
Perrault)
and German (Ch. Wolff,
N. Goldmann)
classi¬
cists of the 17th century. Pursuant to this tradition, architecture was
interpreted as a science characterised by certain aesthetic laws; the
concept of beauty as the most important architectural category was
rationalistic, supposedly preconditioned by symmetry and the sys¬
tem of proportions. The impact of the theory of Neo-classicism of the
Enlightenment age
(Laugier,
Briseux, J.F.
Blondei)
was predominant in
the last decade of the 18th century and the beginning of the 19th cen¬
tury Lithuanian architectural theory (L. Gucevichius, M.
Schulz).
It
encouraged a step away from Vitruvius theme of anthropomorphic
speculation orders. An idea to classify architecture as an art and to ap¬
ply the same criteria of aesthetics to it was adopted in Lithuania, how¬
ever the technical and engineering aspect of architecture was stressed.
Criticism of taste showing signs of subjectivity was prevalent in the
concept of beauty. The theory of the first half of the 19th century (K.
Podchashinskis) did not follow the tradition of the architecture based
on Classical orders and Vitruvius s orthodoxy and offered possibili¬
ties for the appearance of the critics of the classical aesthetics and
architecture that was not based on classical orders. In comparison
to K. Podchashinskis theory, the programmes of his predecessors L.
Gucevichius and M.
Schulz
were more uniform and methodologically
consistent from a conceptual perspective.
218
|
| any_adam_object | 1 |
| author | Butvilaitė, Rasa |
| author_facet | Butvilaitė, Rasa |
| author_role | aut |
| author_sort | Butvilaitė, Rasa |
| author_variant | r b rb |
| building | Verbundindex |
| bvnumber | BV036044706 |
| ctrlnum | (OCoLC)643986951 (DE-599)BVBBV036044706 |
| era | Geschichte 1773-1832 gnd |
| era_facet | Geschichte 1773-1832 |
| format | Book |
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| id | DE-604.BV036044706 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:10:09Z |
| institution | BVB |
| isbn | 9789955854609 |
| language | Lithuanian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018936498 |
| oclc_num | 643986951 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 278 S. Ill. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Vilniaus Dailės Akademijos Leidykla |
| record_format | marc |
| spelling | Butvilaitė, Rasa Verfasser aut Architektūros studijos Vilniaus Universitete 1773 -1832 metais Rasa Butvilaitė Vilnius Vilniaus Dailės Akademijos Leidykla 2009 278 S. Ill. txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. Sprache u.d.T: Studies of architecture in Vilnius University Universität 1579-1831 (DE-588)4353669-4 gnd rswk-swf Geschichte 1773-1832 gnd rswk-swf Architektur (DE-588)4002851-3 gnd rswk-swf Universität 1579-1831 (DE-588)4353669-4 b Architektur (DE-588)4002851-3 s Geschichte 1773-1832 z DE-604 Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018936498&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018936498&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Butvilaitė, Rasa Architektūros studijos Vilniaus Universitete 1773 -1832 metais Universität 1579-1831 (DE-588)4353669-4 gnd Architektur (DE-588)4002851-3 gnd |
| subject_GND | (DE-588)4353669-4 (DE-588)4002851-3 |
| title | Architektūros studijos Vilniaus Universitete 1773 -1832 metais |
| title_auth | Architektūros studijos Vilniaus Universitete 1773 -1832 metais |
| title_exact_search | Architektūros studijos Vilniaus Universitete 1773 -1832 metais |
| title_full | Architektūros studijos Vilniaus Universitete 1773 -1832 metais Rasa Butvilaitė |
| title_fullStr | Architektūros studijos Vilniaus Universitete 1773 -1832 metais Rasa Butvilaitė |
| title_full_unstemmed | Architektūros studijos Vilniaus Universitete 1773 -1832 metais Rasa Butvilaitė |
| title_short | Architektūros studijos Vilniaus Universitete 1773 -1832 metais |
| title_sort | architekturos studijos vilniaus universitete 1773 1832 metais |
| topic | Universität 1579-1831 (DE-588)4353669-4 gnd Architektur (DE-588)4002851-3 gnd |
| topic_facet | Universität 1579-1831 Architektur |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018936498&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018936498&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT butvilaiterasa architekturosstudijosvilniausuniversitete17731832metais |