“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/ )
I happened to see the add for this event the other day and I said why not(?) and today it turned out to be a very interesting day. Given the occasion of the 5th anniversary of the Impact hub initiative a three day event is dedicated to discussing how technology can change everyday life; how collaboration can be achieved at an urban scale and what is circular economy and how can cities profit from it. The day started with a panel discussion between Charles Landry, Sebastian Schlueter representing Actors of Urban Change and Tom Fleming from tfcreativeconsultancy.
All three speakers shared their experience from projects they are currently involved in that enhance open participation and seek to bring people together in joint activities or causes. Landry spoke of the need of a systemic change that draws attention to how the individuals can perform better.This is an idea he has already experimented with in his Creative Bureaucracy concept (and book) and through the related festival that bares the same name*. Schueter spoke of the need to be critical of public initiatives for they sometimes tend to obscure some other important perspectives. In particular, he spoke of the Berlin Tempelhof Airport and how peoples’ persistence to keep it as a park blocked any discussion on how this vast area could be used for the common good. Finally, Tom Fleming, spoke of cultural activities as a means of bringing people together. He specifically mentioned how we need art festivals more than museums as a way of being with others and interacting in real time with them instead of simply observing them from a distance. The panel discussion ended with a few inspiring comments from Miograd Kuc who claimed that art cannot necessarily provide all the answers in terms of raising public interest; instead, art is supposed to question society’s power dynamics in the first place and therefore it needs to maintain its independent character.
In the second half of the day, we split in four different workshops. I joined Sebastian’s workshop on collaborative practices in cities. It was a great round table discussion between people representing various agencies whether civic; public; or private. The two questions that were raised were a. what are the difficulties we come up with in collaborations that involve multiple parties from different fields/interests and b. what can sustain such a collaboration in time.
This three-day event will culminate tomorrow at Kypseli Market with a series of live events. As Landry eloquently put it, a city is a drama in time.
*The second Creative Bureaucracy festival will be held in Berlin from 20 to 22 September 2019
Article discusses the efforts of Prof. Williams in UCL in promoting the ideas and practices of the Circular City by establishing UCL’s Circular Cities Hub in 2016. A book is to be expected in 2020 entitled “Circular Cities: A Revolution in Urban Sustainability” by Williams that will be published by Routledge.
Part of this has involved viewing cities holistically. This means not just looking at resources, but seeing urban areas as organisms that constantly adapt to changes, such as migration and increasing diversity, as well as considering different trajectories of development, from shrinking, post-industrial cities such as Detroit, to places like London, where corporate and foreign investment is squeezing out lower-value, circular activities.
This is a five-part web documentary by Yvonne Brandwijk (photographer) and Stephanie Bakker (journalist) that tries to answer which cities are looking to outstrip the current megacities in terms of growth, innovation and creativity.
The two creators examine 5 cities; Kinshasa, Lima, Yangon, Medellin and Addis Ababa. They look at the world behind the demographics and search what energy drives them change and innovation. All videos are incredibly interesting and refreshing to see. Check them out!
RCA Report on the nature of design with a capital D
central concern is “the conception and realization of new things”
it encompasses the appreciation of “material culture” and the application of “the arts of planning, inventing, making and doing.”
at its core is the ‘language’ of ‘modelling’; it is possible to develop students’ aptitudes in this ‘language’, equivalent to aptitudes in the ‘language’ of the sciences – numeracy – and the ‘language’ of humanities – literacy
design has its own distinct ‘things to know, ways of knowing them, and ways of finding out about them’
Education in any of these ‘cultures’ entails the following three aspects:
the transmission of knowledge about a phenomenon of study
a training in the appropriate methods of enquiry
an initiation into the belief systems and values of the ‘culture’
If we contrast the sciences, the humanities, and design under each aspect, we may become clearer of what we mean by design, and what is particular to it. the phenomenon of study in each culture is:
in the sciences: the natural world
in the humanities: human experience
in design: the man-made world
the appropriate methods in each culture are:
in the sciences: controlled experiment, classification, analysis
in the humanities: analogy, metaphor, criticism, evaluation
in design: modelling, pattern-formation, synthesis
the values of each culture are:
in the sciences: objectivity, rationality, neutrality, and a concern for ‘truth’
in the humanities: subjectivity, imagination, commitment, and a concern for ‘justice’
in design: practicality, ingenuity, empathy, and a concern for ‘appropriateness’
Perhaps it would be better to regard the ‘third culture’ as technology, rather than design (…) Technology involves a synthesis of knowledge and skills from both the sciences and the humanities, in the pursuit of practical tasks.
Cross, N., 1982. Designerly ways of knowling. In Design Studies, Vol. 3, no. 4 pp. 221-227
university research often detracts from the quality of teaching (Pocklington and Tupper 2002: 7)
courses taught by those at the cutting edge of research will necessarily be of higher quality than those taught by those merely using the research results of others – whatever the apparent quality of their style of delivery (Lee 2004: 9)
there is clear evidence from a range of studies in different types of institutions of students valuing learning in a research-based environment (Jenkins 2004: 29)
students are likely to gain most benefit from research, in terms of depth of learning and understanding, when they are also involved in research (Healey and Roberts 2004)
A range of terms is used in the literature, often interchangeably, to describe the research-teaching nexus. Griffiths (2004) suggests that a distinction might be made between teaching which is predominantly:
Research-led: where students learn about research findings, the curriculum content is dominated by staff research interests, and information transmission is the main teaching mode;
Research-oriented: where students learn about research processes, the curriculum emphasizes as much the processes by which knowledge is produced as learning knowledge that has been achieved, and staff try to engender a research ethos through their teaching;
Research-based: where students learn as researchers, the curriculum is largely designed around inquiry-based activities, and the division of roles between teacher and student is minimized
Research-tutored: top left quadrant, which, although not recognized by Griffiths (2004), is student-focused and emphasizes research content (see image above)
research is context specific and multidisciplinary rather than pure and discipline based; it has social relevance rather than being hypothesis led; it uses fuzzy, rather than empirically based data; it is problem solving rather than deductive. In what might be termed the commodification of knowledge, how knowledge is managed, synthesized and adapted become as important as knowledge itself (Jenkins and Zetter, 2003: 11)
Healey, M., 2005. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. In Barnett, R (ed) (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching. McGraw Hill / Open University Press, pp.67-78
UCL’s twenty-year vision and a wholesale commitment to changing programs of study/ its goal is to enable students to participate in research and inquiry throughout their education/ allows students to make connections both vertically across a program’s year groups and horizontally across disciplinary divides, even beyond the university setting/ research-based education aspires to widen the notion of what constitutes legitimate research and who has the authority to contribute to it.
The University is changing: new ways of knowing in order to thrive in a unknown future/ in the age of supercomplexity a new epistemology for the university awaits, one that is open, bold, engaging, accessible, and conscious of its own insecurity (Barnett)
SIX DIMENSIONS OF CONNECTIVITY
students are encouraged to connect with staff and learn about ongoing research
connected sequence of research activities throughout students’ programs (scaffolding)
research is inherently social/ students are encouraged to connect their learning across the subjects they are taking and with the wider world
students are encouraged to connect academic learning with workplace learning and develop a full range of professional attributes and skills
assessments: critical questions concerning their forms or types of skills they address
interpersonal connections between people from different disciplines, cultures and backgrounds
Carnell, B., 2017. Towards a connected curriculum in architectural education: research-based education in practice. In Charrette 4(1) Spring 2017, pp. 14-26