Complexity is one of four challenges expressed in the acronym VUCA — Volatility, Uncertainty, Complexity, Ambiguity (…) VUCA has largely been adopted in the business world to refer to challenges which traditional leadership models find difficult to address (…) it requires different skills, structures, modus operandi, mindsets and organisational principles from those currently taught and practised (…) current leadership approaches are counter-productive, even harmful, to working with uncertainty and complexity. In trying to gain control of complexities, in trying to get a grip, our management methods are actually making things worse (…) the cumulative effect of applying the wrong management practices to complexity has exacerbated the challenges of VUCA (…) (complexity management) can only be achieved by including and integrating the perspectives of all the people affected (…) wide-scale conversations in the form of what he (Stacey) called “reflexive inquiry” (…) VUCA skills include: interpersonal skills (e.g. active listening), perspective coordination skills (complementarity), contextual thinking skills (shifting perspectives according to context) and collaboration skills (inclusive decision-making) (…) VUCA requires the integration and fusion of different perspectives, and not alpha heroes with all the ‘right’ answers (…) What we should learn, instead, is how to respond to complex problems from a vantage point of not knowing, probingly approaching inquiry with an empty mind and humility; likewise we need to learn how to integrate seemingly polar opposite perspectives collaboratively (…) Some of the ways suggested to learn these VUCA skills include design thinking and practicing Sociocracy. We should take note, however, that one cannot learn integration skills by oneself, these have to be practised and refined in groups. We therefore need to create more Communities of Practice where people can hone these new skills (…) Uhl-Bien defines complexity as ‘rich interconnectivity’. Interconnecting parts become complex when the parts interacting actually influence and change each other (…) what complexity calls for are deeper conversations that matter
Last Easter, Yorgos (husband and studio partner) oversaw the construction of a treehouse in Tzoumerka. We have just received this wonderful video from BOULOUKI, the collective responsible for the workshop, and we are very proud and happy to share it with you all. Design-build workshops -once well planned- can become incredible tools for learning. Well done BOULOUKI and well done to all the students and craftsmen who participated.
“Shelters” project combined two workshops in tandem in the neighboring mountain refuges of Tzoumerka, during 1-6 of May 2019. The first one titled “Rearranging the traditional wood-fired oven” was about constructing an oven in the mountain refuge of Melissourgoi, using local stone, bricks, clay, pumice stone, lime and salt, as building materials. In the mountain refuge of Pramanta, the workshop was about using timber as the main material in order to “Introduce a tree-house in Tzoumerka”. During both workshops, apart from the site work and hands-on experience guided by 4 experienced masons, the 20 participants had the opportunity to attend a series of lectures and presentations given by reputable professors and teams related to the field of construction and commons.
Date: 01/05/2019 – 07/05/2019 Sponsors: Dalkafoukis Oikos, Stergiou ABEE, Mpougias Stones, Mr Bill
1998: International Council for Local Environmental Initiatives (ICLEI) identified five principles that were seen to characterize the LA21 initiative worldwide:
- environmental objectives are linked with economic and social objectives
- all groups in society are to be involved
- measures and projects are based on ling-term objectives
- impacts of local on global are measured
- utilization of natural resources is based upon the rate at which new resources are formed
1994: At the European level, the Aalborg Charter (emanating from the that year’s European local government LA21 conference in Denmark, at which the European Sustainable Cities and Towns Campaign was established) The commitments also represent a statement of intent by the signatory municipalities to work towards local sustainability. Municipalities both participate in the European Sustainable Cities and Towns Campaign, and adopt the 13 Commitments of the Charter
- Notion and principle of sustainability
- Local strategies towards sustainability
- Sustainability as a creative, local, balance-seeking process
- Resolving problems by negotiating outwards
- Urban economy towards sustainability
- Social equity for urban sustainability
- Sustainable land-use patterns
- Sustainable urban mobility patterns
- Responsibility for the global climate
- Prevention of eco-systems toxification
- Local self-governance as a precondition
- Citizens as key actors and the involvement of the community
- Instruments and tools for urban management towards sustainability
Local Agenda 21 is conceptualized in chapter 28 of Agenda 21, which was adopted by 178 governments at the 1992 Rio Conference. Agenda 21 recognized that many environmental problems can be traced back to local communities and that local governments have an important role to play in implementing environmental programs and gathering community support. The objectives of Local Agenda 21, as stated in Agenda 21 are: a) ‘By 1996, most local authorities in each country should have undertaken a consultative process with their populations and achieved a consensus on “a local Agenda 21” for the community; b) By 1993, the international community should have initiated a consultative process aimed at increasing cooperation between local authorities; c) By 1994, representatives of associations of cities and other local authorities should have increased levels of cooperation and coordination with the goal of enhancing the exchange of information and experience among local authorities; d) All local authorities in each country should be encouraged to implement and monitor programmes which aim at ensuring that women and youth are represented in decision-making, planning and implementation processes.’ Adoption of Local Agenda 21 is voluntary. If adopted, the Agenda 21 objectives require local governments to consult with the local community; minority groups; business and industrial organisations to create a shared vision for future sustainable development and to develop integrated local environmental plans, policies and programs targeted at achieving sustainable development. The consultation process is designed to raise awareness and encouraged the formation of business partnerships and information and technical exchange programs. The most appropriate implementation method is not prescribed. Rather local government and the local community agree upon a suitable implementation method for their region. A 2001 survey by the ICLEI found that almost 6,500 local governments in 116 countries are committed to or are undertaking a Local Agenda 21 process. Countries with national campaigns were found to have more Local Agenda 21 participants than countries without.THE GLOBAL DEVELOPMENT RESEARCH CENTER
Full text available here
Closing The Loop is the world’s first feature length documentary on the zero-waste / circular economy, supporting UN Sustainable Development Goal 12 on Responsible Production and Consumption. The film is presented by global sustainability expert Prof. Dr. Wayne Visser, in collaboration with Emmy and two time Telly Award winning director Graham Ehlers Sheldon. The film ranges across three continents and includes commentary from global experts and centres of excellence like the World Economic Forum and the University of Cambridge. A number of innovative circular economy cases are also featured in detail. The Circular Economy Club (CEC) is a communication and promotion partner of Closing the Loop. A film by Kaleidoscope Futures Lab. and Stand Up 8 Productions.
They are urban complexes formed by buildings of modern architecture, with large surrounding spaces for public use, green, pedestrian and decorative. These public spaces give the urban complex the name of Park. The central building or axis of the complex is equipped with a library with high-tech computing equipment in broadband, justifying the name of the Library, and hence the compound expression “Library Park”. According to the municipal administration of the city of Medellín, “The Library Parks are Cultural Centers for social development that encourage citizen meetings, educational and recreational activities, the construction of groups, the approach to new challenges in digital culture. And they are also spaces for the provision of cultural services that allow the cultural creation and strengthening of existing neighborhood organizations. ” (wiki)
Sergio Fajardo, governor of Antioquia, Colombia, and the mastermind behind the impressive edifices (…) Today (2014), he continues to push for educational opportunities across Antioquia (…) he discussed his current project to build 80 library parks in his home department (…) Building dignity and providing quality education for those in some of the department’s poorest communities has been a driving force behind Fajardo’s decision to build the library parks in underdeveloped neighborhoods like Santo Domingo and La Ladera and in towns like Anorí, which was overrun by guerillas for 50 years (…) Improving education in Medellín and Antioquia has also mobilized people living in these once-disadvantaged neighborhoods to study and dream of new opportunities.Excerpts from Sarah McClure ‘s article: COLOMBIA: Building on Education, full article available here
Students protest the classical pastiche designs made for the Medical School (1968) at the University of Louvain/ University agrees to the formation of a student committee/ Students produce a counterproposal by Lucien Kroll who had no ties to the University/ Kroll organises collaborators and students into teams and turns design into an assemblage of disparate political fractions/ Work is done in his studio at a distance from the institution to ensure freedom/ Collaboration becomes “a kind of architectural method acting” accepting every outcome even if it defies prevailing arch conventions (de Graaf)/ Kroll, when denied the participation of le Roy, his preferred gardener, also engages the adjacent community into participating in the landscape component/ For two years this is an harmonious collaboration/ However, University representatives who visit the site oppose the outcome and the budget increase and fire Kroll/ Kroll exposes the contractor for high pricing but is then accused of vandalising the building site during his open call to the neighbouring community/ The building is highly criticised as a “failed experiment” and “less than a sum of its parts” (de Graaf)/ Petitions for the building’s demolition are opposed by massive support (Excerpts from Reinier de Graaf’s book: Four Walls and a Roof)
In a DOMUS article dated back in 2010, Kroll is presented as “icon of democratic architecture”:
Communication through architecture is an eminently political act, Kroll maintains: the architect is the catalyst of a creative process and social dynamic, in respect to which they make their knowledge available for the translation of interpersonal relationships into a suitable space (…) architects must step out of themselves and put themselves in the shoes of future residents.Full article available here
Text taken from the site:
African cities have growth rates of up to 5%; this makes them the fastest growing cities in the world today. Extrapolations show that the urban population in Africa currently doubles every 10 to 15 years. Also Ethiopia’s capital, Addis Ababa, is in transformation. Currently the home of approximately four million inhabitants, the city might triple its size within the next 30 years due to the increasing rural to urban migration, as well as natural growth. Already today, Addis Ababa suffers from a housing shortage of estimated 700.000 units. And, according to UN-Habitat, 80% of the existing dwellings are in ‘sub-standard, slum like’ conditions. Thus, in 2004, the government launched a large-scale mass housing program with the ambitious plan to erect 200.000 condominium units within 5 years. To date, 100.000 units were built during the last 7 years, out of which nearly 70,000 are handed over to end users so far. In 2011, the Addis Ababa City Administration announced to redevelop all ‘informal’ and ‘unplanned’ parts of the city until 2020.
Throughout the years, Addis Ababa, informally, developed a sophisticated recycling system in all parts of the city. “Kuré-Yalews” are roaming the streets in small neighborhoods, collecting anything that might still be useable from households. Sharing resources, they rent taxis collectively to transport their goods to Merkato’s “Minalesh Terra”, where different “workshops” immediately start to reuse and transform them. In the course of a few days, these items are returned into the cycle, being sold to the owners of small neighborhood shops as “new” products.
This recycling process is not only the source of income for many families in the city, it also keeps Addis Ababa clean to a certain extend. Most importantly, this cycle also appropriated space for recycling in the city throughout the years, which is now endangered by the current transformation of Ethiopia’s capitol.
The movie “Recycling Spaces” is a cinematic documentary on the use of space allocated to this recycling cycle in Ethiopia’s capital. Based on the daily routine and experiences of one selected Kuré-Yalew, this movie tries to tell a generic experience of thousands of inhabitants in Addis Ababa. Interviews with the Kuré-Yalwes and experts give further insight into the topic.Link to vimeo site
“Experimenta Distrito” launched by Media Lab-Prado is a programme involving citizens in neighbourhood workshops hosted in the spaces of La Nave, libraries, social and cultural centres (site in spanish only: https://www.experimentadistrito.net/ )
This is one of the many initiatives taken by the mayor of Madrid in promoting the city as a warm and welcoming place as he described them in DOMUS and his interview with Manuela Carmena.
La Nave: Located in Villaverde, a district on the outskirts of Madrid, La Nave Böetticher was once a lift factory owned by the Böetticher company. An industrial building from the 1940’s refurbished for use as a public facility by Madrid City Council, and inaugurated in 2016. La Nave is dedicated to entrepreneurship and innovation and hosts a great number of activities and events related to the promotion of new technologies, technical dissemination, training, and employability. Characterized by a central open-plan space covered by a large barrel vault and a skylight, the refurbishment preserved certain historical elements as decoration and added vertical latticework inspired by the colors of fiber optics to the concrete façade. Its main areas are the Pavilion, the Tower, the Classrooms, the Auditorium, and the Containers. The building has thermo-solar and geothermal energy; it collects rainwater for watering, and it features a roof garden. The roof offers a panoramic view of the Villaverde neighborhood. (http://www.lanavemadrid.com/ )
Review covers literature for the period from 1996 to 2018: What are the benefits of networked learning communities for continuing professional development sharing and learning?
In the area of teacher professional development, research has shown that teacher networks add value for their development, the implementation of changes, leadership, and improved teaching practices. Four main themes emerged in response to the primary research question. These were:
- Enhanced social learning processes for CPD: learning communities help participants in this study to develop their competencies by sharing information and collaboration / helps to minimize the isolation that learners may have due to cultural, social or geographical reasons
- Greater use of formal and informal learning for CPD: Communication, collaboration and learning between individuals occurs both through formal and informal networks/ Yet, formal learning paths are rarely designed to meet the demands VLE teachers face in professional practice
- Learning across barriers in time and space for CPD: Networked learning communities provide a means for supporting the development of professional development learning communities across states and countries
- Increased levels of interaction for CPD: By cultivating interaction among CPD learners, networked learning communities support profound learning and greater levels of professional practice
Networked learning theory suggests that the real power of networked learning communities rests primarily in “collaborative inquiry that challenges thinking and practice” based on the richness of VLE teacher professional knowledge sharing and creation (Katz, Earl, & Jaffar, 2009, p.21) and that this type of collaborative inquiry rests on the strength of the relationships between the actors or nodes in the network (Church et al., 2002; Haythornwaite, & de Laat, 2010)
Full article available here
Delhaize created this farm back in Autumn with the idea of producing super fresh food for their customers (…) On the top of their store, they grew strawberries, lettuce, and tomatoes as well as small amounts of other fruits and vegetables. It recycles water, recovers heat from its greenhouses and relies on solar energy making it a permaculture farm (…) In the summer, Delhaize took their Urban Farm to a new level (metaphorically, as it’s already on the roof…) by introducing people up to the farm to attend workshops (…) The food is harvested at 8 am every morning and is on the shelves of the supermarket by 9 amImage and article retrieved here
From the site:
Building a learning city is a collective and continuing journey. It requires a concrete action plan with strong political leadership and steadfast commitment; participation and involvement of all stakeholders; diverse celebratory events charged with enthusiasm and inspirations; easy accessibility and enjoyable experiences for all citizens; a proper monitoring and evaluation of progress; and sustainable and secure funding. You can find detailed instructions on these action tips in our Guidelines for Building Learning Cities.
Video tutorials on ‘How to build a learning city’ illustrate and elaborate on the actions to take. Each module begins with an animated conceptual video, which is further enriched by clips based on the experience of members of the UNESCO Global Network of Learning Cities