Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097499
Lisa C. Henry, Tonia Sing Chi, S. Roudbari, Bz Zhang
Coauthors, cofacilitators, guest lecturers, and university partners for Dark Matter University’s Foundations of Design Justice Seminar.
暗物质大学设计正义基础研讨会的合著者、共同协调员、客座讲师和大学合作伙伴。
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Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097529
Jessica L. Vogler, Ken Botnick, Alisa Blatter
This interdisciplinary design studio organized itself around the razing of an historic oak allée at Washington University in St. Louis, and used the imminent removal of forty-three 100-year-old oaks as a catalyst for project-based investigations into the greater cultural meaning of trees—and their loss. The One Tree Project took the territory of the tree as its classroom, with the oaks serving as site, subject, and platform for public research. Pedagogically, this project identifies attention and unbuilding as fundamental design competencies, and worked with a single tree—in our durational research and ritual felling—as a tool to participate in this transformation.
{"title":"Attending to Unbuilding","authors":"Jessica L. Vogler, Ken Botnick, Alisa Blatter","doi":"10.1080/10464883.2022.2097529","DOIUrl":"https://doi.org/10.1080/10464883.2022.2097529","url":null,"abstract":"This interdisciplinary design studio organized itself around the razing of an historic oak allée at Washington University in St. Louis, and used the imminent removal of forty-three 100-year-old oaks as a catalyst for project-based investigations into the greater cultural meaning of trees—and their loss. The One Tree Project took the territory of the tree as its classroom, with the oaks serving as site, subject, and platform for public research. Pedagogically, this project identifies attention and unbuilding as fundamental design competencies, and worked with a single tree—in our durational research and ritual felling—as a tool to participate in this transformation.","PeriodicalId":15044,"journal":{"name":"Journal of Architectural Education","volume":"76 1","pages":"119 - 125"},"PeriodicalIF":0.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48128754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097513
Joseph Bedford
This paper describes a key formative moment in Dalibor Veselý’s life in Prague in the 1960s in the context of dissident forms of artistic production in which he attempted to publicly oppose the ideological constraints of socialist Czechoslovakia. Within this context, which occurred just before his emigration to the United Kingdom, Veselý developed a particular metaphysical language—that of heights and depths, truth and falsity, interiority and exteriority, impossible tensions and necessary choices—and he carried this language with him throughout his career as an architectural educator as a discourse of crisis. This paper interprets Veselý’s later discourse of crisis, therefore, as having its roots partly in the philosophical anthropology and phenomenology that he was studying in the 1960s, yet it goes on to argue that its political import came from the way in which ideological constraints operated in the 1960s, creating a sense of political and socio-economic brokenness, both in the socialist East and capitalist West. In contrast to the increasingly commonly accepted view indebted to the legacy of poststructuralism that such a metaphysical language is inherently foundationalist, this paper argues that it is possible to view such a discourse as a performance; which is to say, as something that seeks to imagine a degree of certainty for the purposes of fostering sentiments and committments, precisely when no such certainty exists. In spite of Veselý’s leaning towards the themes of tradition, myth and European culture, it is nonetheless possible to view his performance of crisis as a discursive tool useful today in helping individuals mark a moment of truth, and take a stand against a world which they perceive to be false and clouded in ideological constraints.
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Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097538
Patrick Cheng-Chun Hwang, Jasmine S. Chan
Despite its elemental definition in geometry, the line’s highly potent and divisive nature is especially evident when power, politics, and identity collide. This article discusses, through a firsthand account, the five-day tug-of-war at the Chinese University of Hong Kong during the 2019 social unrest in the city. It reflects on how students and protestors attempted to hold and reinterpret the line that demarcates the city from the university—not only a physical and administrative threshold but an ideological one—and how that learning shifted from the studio and classroom to the physical space of the campus and street.
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Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097558
Nicholas A Brown
{"title":"(Un)broken Pedagogies for (Un)broken Worlds","authors":"Nicholas A Brown","doi":"10.1080/10464883.2022.2097558","DOIUrl":"https://doi.org/10.1080/10464883.2022.2097558","url":null,"abstract":"","PeriodicalId":15044,"journal":{"name":"Journal of Architectural Education","volume":"76 1","pages":"202 - 203"},"PeriodicalIF":0.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097501
Frank Burridge, Aaron Cayer, Kirsten Day, Peggy Deamer, Andrea Dietz, Jessica Garcia Fritz, Palmyra Geraki, Daniel Jacobs, V. Lechêne, Naomi Ehrich Leonard
34 difficult, such as how one teaches and who might be able to teach or access architecture education in the first place. As concerns about endowments and profit increasingly take priority over the guiding functions of many western universities and professions, cultural production is replaced by hollow and self-referential terms. “Content” has come to mean everything and anything that can be consumed—even claims of “critical pedagogy” itself. Terms derived from the history of business, such as “innovation,” “leadership,” “growth,” “excellence,” and “performance” have become the defining metrics within architecture education; it is evident that the business of architecture and the education of architects are now indistinguishable. Inward-facing accreditation criteria and curricula prioritize course topics over pedagogy and well-being, licensure exams prioritize business over the environment and community, and a persistent culture of exploitation is maintained and reproduced across states and national borders, generations, and work sectors. The ABC School aimed to consider how the terms of capitalism have historically prevented structural change by demanding perpetually new content, as well as how new pedagogies based upon the techniques and principles of organizing might encourage change across architecture’s siloed sites: students learning with practitioners; faculty learning with students; members of the public learning with all of the above. The school was inspired by the intersectional work of thinkers such as bell hooks and Paulo Freire who challenge the “banking system” of education by connecting critical pedagogy to labor organizing. Organizing was imagined to be central to reconstructing the discipline of architecture and society at large.1 Beyond Capitalism? Organizing Architecture Education
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Pub Date : 2022-07-03DOI: 10.1080/10464883.2022.2097509
H. Frichot, Adrià Carbonell, Hannes Frykholm, Sepideh Karami
Embracing a critical pedagogy of care and support in the teaching and learning environment of the architectural design studio, this essay discusses ways in which architecture can be reimagined via infrastructural love. By exploring infrastructural support systems we seek other ways of situating architectural design amidst contemporary environmental, social, and political crises. We have undertaken this work in collaboration with architectural design students by deploying a feminist ethics of care that combines interdisciplinary theories and practices. Our essay unfolds as an infrastructural rhythm of instructional prompts. In conclusion we present a concept that emerged from our studio: poetics pragmatics.
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