Conceptualizing future scenarios largely depends on people’s perspective on capitalism and the role of the state: one section sees no relation to the state as is now and the corporate structures that influence politics and policies. [anarchist thinkers like Bookchin and eco-socialists]. The other looks into the economics of the commons or the planetary boundaries and therefore rely on the state to provide with structures to support green investments and regulations related to decreasing carbon emissions and welfare provision. Great read.
Futures | Architecture after Architecture: Spatial Practice in the Face of the Climate Emergency
Had a lovely Saturday late afternoon talk envisioning Amsterdam 2050 as a city where cultural free spaces are recognized as microcosms of our wider community and vital laboratories for social-ecological innovation. Big thanks to fellow panelists and to Ricardo Silva for moderating this discussion on the importance of transforming cultural heritage into spaces of adaptation.
Want to talk with us on the current challenges of architecture and how these are affecting architectural education? Join us from 2-4 November, live here in Delft for the ‘Architectural Education in Times of Uncertainty’ Symposium. The event unfolds over three days with discussions on the integration of circularity in current curricula, new types of collaboration, transitions in pedagogy and learning in extreme complexity with an amazing line up. For more information and registrations please visit our website.
I couldn’t be prouder of my dear friend Markus Berger who -together with his colleague Kate Irvin – has compiled this amazing book I am holding in my hands right now. I am most grateful for having been entrusted to contribute with a chapter on repair and architecture. I had so much fun studying for it and writing it and I am delighted my piece found its place in this volume amongst so many interesting contributions. Learn more about this book here
Here are the links to two new online platforms we launched recently. The first one is called ‘Circularity for Educators’ and contains a series of different types of resources that can support teaching based on the way we have currently framed this in our education. The second, is called ‘Educators for Circularity’ and is complementary to the first one. It provides with an opportunity to connect to colleagues, exchange views on topics related to circularity and/or share insights from teaching. It is also meant as tools for creating new opportunities for collaboration within a wider community of people (academics or not) who are in one way or another involved in circular ventures.
This paper represents our CBE Hub approach towards developing a scheme of what constitutes content for teaching circularity, how the goals for integrating it into the curricula can be formulated, and what type of pedagogy is suited to support the integration.
Western values seemed to many people living in Asia or Africa as just one alternative among many; Western values and norms still needed to be interpreted and enforced, and the most powerful nations in the West had always arrogated that task to themselves (…) universal values stood for the negation of the civilization-state and affirmed the freedom to experiment with different ways of life (…) the concept of a universal civilization helps justify Western cultural dominance of other societies and the need for those societies to ape Western practices and institutions (…) Universalism is the ideology of the West for confronting other cultures (…) lately, doubts have been growing about whether it is really necessary to imitate Western nations in order to acquire all the benefits of modern society (…) For a civilization-state, cultural ties are potentially more important than the mere legal status of citizenship (…) the defenders of the civilization-state are saying that the search for universal values is over, that all of us must accept that we speak only for ourselves and our societies (…) but if Western civilization is one of many, what stops the rest from pursuing their visions by engaging the same tools of state or military power? (…) different civilizations are universal in practice if not in aspiration; they may well compete for global power, but they all belong to a common, increasingly integrated political and economic landscape (…) The European Union is in the process of being reconfigured as a civilization-state, a political entity aggregating all those who live by a specific value system and using political tools to protect European civilization from the attacks of its enemies (…) if we have returned to a world of civilization-states, the root cause is the collapse of the concept of a world civilization
During our Summer School sessions, our Dr. Bucky Lab, (aka Marcel Bilow) was silently circling the room with his equipment and was discretely filming our event. And now, he put together an amazing video that captures the energy in the room, while offering a comprehensive outlook of what went on in our sessions. Our first Summer School on Circularity in the Built Environment may be over, but thanks to this we will hold on to the event for much longer!
After months working on the ‘Scales to Aspects’ diagram, we were finally able to put it to test. From Sunday, July 10 to Tuesday, July 12 we held a Summer School on Circularity in the Built Environment here at TU Delft. We used Binckhorst as a case study, a post industrial area in the Hague currently transitioning to a residential/commercial area.
So, how can we achieve a circular transition? Is it just by using circular building products or circular building practices for the new buildings? Or do we also need to consider how pushing the industry away from the city will affect our circular goals? Where will all necessary materials come from? And what would be the role(s) of the local citizens?
The ‘Scales to Aspects’ model developed here by the CBE Hub was scrutinized by forty participants from all over the world using the input of twelve guest lecturers and the CBE Hub group; four new visions were created for a more circular transition for Binckhorst based on its specific context. In the following months we’ll study the results of what has been an amazing experience for all of us here at BK TU Delft and we’ll make sure to keep this conversation going. A big thanks to everyone who helped make this possible.
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
We at the Circular Built Environment Hub (CBE Hub) of the Faculty of Architecture and the Built Environment, at TU Delft are happy to announce the new dates for our Summer School on Circularity in the Built Environment. The event will take place July 10-12 (Sunday to Tuesday) in Delft.
The topic of scales remains our main focus: for the past year we have worked extensively with our group to determine how circularity manifests at different scales and how the scales interrelate. We look forward to sharing this input with you and to getting your feedback.
An amazing line up of colleagues and guests will give you the opportunity to deepen your understanding of the theoretical aspects of circularity and circular economy and to learn from current examples from practice and our research. Our definitive program will be uploaded shortly on our website. We will also be visiting Binckhorst, a district in the Hague that aspires to become an exemplary circular redevelopment for South Holland with mixed residential-commercial and industrial uses. We will use this district as a case study to contextualize our discourse.
Students from all levels of education (BSc, MSc) as well as PhD researchers and professionals are welcome to participate. Only limited spots are available.
Stay tuned for more information or visit our website
Always good to know you are not alone, this has been a relief to read. I copy here:
we need to decolonize/decarbonize (…) the old elitist models need new energy, new insight and new material (…) the school educates, while training is a lifelong process happening after that (…) people in practice are sitting at the table with eight different disciplines, all: talking to each other, not worried about their boundaries and not siloing knowledge production in the way that many universities still insist on (…) How do we invert growth and our relationship to waste? How do we wrestle with the curious paradox that our relationship to technology – hijacked by capital – got us into this mess in the first place, and yet only technology can get us out of it? (…) We may be faced with knowledge we do not recognise (…) generosity pertains to economies of love that undo the transactional. How to decentre the perception of difference is the important question (…) let the perimeter of the discipline dissolve