Can academia provide society with a safe space for developing imaginaries and socially performing alternative political futures? Can it help reconnect the many knowledge domains that appear now to be dispersed and fragmented? And what is the role of adult learning in achieving this transition and in dealing with complex issues such as sustainability? Check our CLIMA2022 contribution for the section on Education co-authored with @TillmannKlein here: https://proceedings.open.tudelft.nl/clima2022/article/view/215
Well, it was worth the wait and the effort! Competition Culture in Europe 2017-2020 is now openly available! Big thanks to Architectuur Lokaal and Indira van Klooster for making it happen and a big thanks to Katerina Moustaka and Stelina Portesi the two students of NTUA who worked so hard for the research!
Abstract: Research, activities & educational outputs from the 2017 International Competition Culture in Europe (CCIE) conference, & the wider CCIE programme, are assembled here to provide invaluable resources, knowledge, & guidance. 25 European countries were involved in the programme & in 6 research programmes were set up. The 1st part provides an overview of CCIE international convocations & their outputs. The 2nd part reports on University master students research from Tirana (Albania), Sarajevo (Bosnia & Herzegovina), Sofia (Bulgaria), Athens (Greece), Dublin (Ireland) & Portsmouth (United Kingdom). These country’s outputs cover the history, development, application, & opportunities of competitions in an international context. This publication is an Architectuur Lokaal project realised with Project Compass CIC & A10 New European architecture Cooperative.
SoPHIA D1.2 report has now been released. The report presents with the mapping of gaps and shortcomings of current impact assessment models towards the creation of new, holistic tool. Join SoPHIA website and subscribe to receive the program’s regular newsletters.
Faculty of Architecture and the Built Environment has created 12 new positions for PhD researchers. For information on the topics please visit the vacancies webpage.
I am happy to announce I will be supervising one of them along with a team of excellent colleagues. The topic considers the social relevance of circularity and its potential in driving participatory planning or -better yet- self-organisation processes at community scale. You will be involved in real-life experimentation and analytical prototyping through an anthropological approach. You will help plan, coordinate, and monitor circular initiatives at neighborhood scale in collaboration with locals. Furthermore, you will be part of a series of design workshops that will explore design with locally harvested materials and how that ultimately affects the designers’ role.
Deadline for application is 19/02/2021. For more information on Circular Community Challenges please visit this page
Last minute gift from Edinburgh Architecture Research (EAR) Journal just before 2020 ends. This is an article written back in 2017 discussing the application of the Cooperative Studio format at undergraduate level. It’s true that my PhD research became even more relevant due to corona and the emergency of distant education, but I’d like to think that transformational blending and networked learning in architectural education are more that mere trends imposed by the current conditions. In fact, their relevance emerges mostly from changes in the process of learning itself and the current models for creating knowledge and meaning.
Excited to present our new working group: the Full Circle Collaborative! Along with friends and collaborators Clarisse Labro and Markus Berger we will be working in Eleonas to discover how the re- prefix can enhance creativity and encourage models of social cooperation. For more information please visit our blog and/or our Facebook page!
I am so delighted to have been part of this book my dear friend and collaborator Christos P. Kakalis has edited so beautifully. The chapter we co-authored (Chapter 7), discusses silence in architectural education. I hope you’ll like it as I am very proud of this work and the people who made this happen.Thank you Christos for trusting me with this!
This book explores the role of silence in how we design, present and experience architecture. Grounded in phenomenological theory, the book builds on historical, theoretical and practical approaches to examine silence as a methodological tool of architectural research and unravel the experiential qualities of the design process.
Distinct from an entirely soundless experience, silence is proposed as a material condition organically incorporated into the built and natural landscape. Kakalis argues that, either human or atmospheric, silence is a condition of waiting for a sound to be born or a new spatio-temporal event to emerge. In silence, therefore, we are attentive and attuned to the atmosphere of a place. The book unpacks a series of stories of silence in religious topographies, urban landscapes, film and theatre productions and architectural education with contributed chapters and interviews with Jeff Malpas and Alberto Pérez-Gómez.
Aimed at postgraduate students, scholars and researchers in architectural theory, it shows how performative and atmospheric qualities of silence can build a new understanding of architectural experience.
conceptualizing the role of tutors in research-based pedagogy: the tutor(s) as
The paper presents
the efforts made to experiment with the pedagogical framework and the
operational model of a postgraduate urban design studio based on the
reconceptualization of the role of tutors. In the model examined here, the
curriculum was devised as an open and evolving network of the tutors’ resources
and affiliated researchers from within or outside the setting of the academy.
This mosaic consisted of different individual research and design practices
that are problem-focused and context-specific, communicated directly to
students by the very people responsible for their conception and development.
Learners were required to investigate the instrumentality of these practices
according to their own personal pursuits; to make their own networks of connections,
and were even encouraged to create their own personal schemata of design
research. In fact, the second major shift of the rethink lay in recognizing
learner autonomy and diversity, thus establishing a new operational framework
for the two to prosper. An amalgam of interconnected learning spaces provided
the conditions necessary for all these networks to co-exist and interact. The
paper describes the different aspects of the tutors’ involvement and
contributions in the design and implementation of this model, as they assumed a
number of roles, but most importantly, as they became learners themselves.