Young National Schools of the XX Century - Socio-Cultural and Professional Paradigms for Forming the Capital Architectur

Abstract

The current stage of development of world culture is marked by the process of intensive formation of young national schools. Of particular interest are those who came to professional creativity in the twentieth century on the basis of the mutual adaptation of cultures of various types: West - East, professional - folk, modern - folklore. Not a simple statement of the architectural chronicle, but the determination of the laws of this kind of mutual influence, given the parameters of a particular ethnocultural situation, is of paramount importance. Such a creative paradigm has not yet been the subject of research. In the process of the development of modern national schools, this concept takes on special significance in the process of studying the specifics of building new capitals of foreign countries or reconstructing existing ones, as was the case in Central Asia. An analysis of practice made it possible to identify possible options for creative models: the priority of professional or historical-cultural coordinate systems, ideally their balance. Examples of these phenomena determined the choice of article material. It characterizes the main factors of the composition of the capitals of Australia, India, Brazil and the republics of the Soviet East, revealing their mission in the dynamics of self-determination of the architecture of these countries. The main aspects of designing in synthesis with the heritage or futuristic dissonance with it by the outstanding architects Le Corbusier, O. Niemeyer, and architectural concepts of A.S. Kosinsky for Tashkent. A review of European and Russian avant-garde projects of the early twentieth century, transforming the Central Asian traditions of both settled and nomadic architecture, is given. Examples are studied that reflect the specifics of the work of foreign architects- professionals in the historical and cultural environment of the region, their role in the formation of the national identity of schools. The contribution of foreign and Soviet architects to the world heritage of modernism in the context of the tasks set by the author is indicated.