This is an experiment in the framework TU Delft led Horizon 2020 Project called REPAiR: two MSc courses were transformed to integrate aspects of different fields of expertise. Students were introduced to two resource flows that were previously identified as key flows by the local stakeholders: food waste, and construction and demolition waste and were expected to show a deep understanding of CE and its spatial implications
(…) incorporating the concept of CE in an integrative manner in urban design and planning courses is challenging because of its metabolic and complex nature (…) (1) the city is a complex, self-organizing system, where economy is an important factor, but not the dominant one; (2) the focus of CE approaches on the production side of the value chain and the under-representation of the need for sustainable consumption patterns as crucial aspect for the transition towards a CE; (3) the exclusion of land as a resource although it is one of the most valuable resources of regions; (4) the neglecting of infrastructure, both as a resource, but also as an instrument to steer circular policies; and (5) that the dominant approach ignores the importance of different scales for closing resource loops (…) overcoming these inadequacies requires the integration of expertise on resource flows and industrial processes.
Challenges of integrating practices of circular economy in education were overcome by collaboration with researchers in a situated environment that allowed: “an enhanced problem definition, a substantial participation of societal partners in education and an enhanced valorisation of student work via partner institutes.” Supporting course elements were also integrated such as lectures; workshops and tutor preparation. An overall of 200 students participated in the courses whose work was later evaluated as to the integration of CE principles and resources flows.
One clear effect of the integration of the CE concept into teaching was that the students understood that they needed to address challenges from a systemic perspective rather early into the design process.
References: Wandl, Alexander, Verena Balz, Lei Qu, Cecilia Furlan, Gustavo Arciniegas and Ulf Hackauf. “The Circular Economy Concept in Design Education: Enhancing Understanding and Innovation by Means of Situated Learning.” Urban Planning 4, no. 3, (2019): 63-75. DOI: 10.17645/up.v4i3.2147, full article available here
In 1973, following the strikes that beset the British construction industry during the early 1970s, Alistair McAlpine commissioned a design program for his construction company, Sir Robert McAlpine & Sons, that aimed to increase production efficiency and improve labour relations. Cedric Price’s proposal took the format of a two-volume report and a Portable Enclosures Programme (PEP) which, while presenting a critical view of building sites, also demonstrated his ambition to go beyond the immediate brief, employing architectural knowledge and thoughtful design to respond to pressing societal issues and human necessities.
The project emphasizes “the social role and responsibility of the architect by rethinking traditional field practices and pursuing strategies to initiate social progress through critical research, new tools and experimental attitudes” (Domus, 2017). The designer becomes the moderator of social activity (Herdt, 2016).
To qualify labour on building sites, Price acknowledged the need to reframe the relations between the multiple actors involved, from government to service suppliers, from technical staff to workers’ unions. He often stressed the importance of communicating to everyone, from the workers to the administrative personnel, the purposes and goals of the report, introducing “a participatory form of Company planning” and resisting the tendency for decision making to be “too top heavy.”
AMS Science for the City #12 – May 7 at Pakhuis de Zwijger – on creating a circular kitchen: the business model behind the components, the products and food you use, and choices you make – share your ideas on the topic!
1984: twenty people from MIT and Paul Cashman of Digital Equipment Corporation organized a workshop to explore technology’s role in the work environment. they used the term CSCW to describe their findings
Office Automation, an earlier approach to group support, had ran out of steam. The problems were not just technical but understanding human requirements. OA practitioners needed more info on how people worked in groups.
CSCW: it started as an effort by technologists to learn from economists, social psychologists, anthropologists, org theorists, educators etc/ it became a place for system builders to share experiences and tell others about tech constraints through tele-videoconferencing, collaborative authorship applications, electronic mail.
CSCW draws from all rings and from preexisting development culture. There is however, a great interest in small groups applications. Product developers focus more on human-computer interface/ Organizational system developers fixate on functionality.
The greatest challenge of CSCW is being multidisciplinary: it represents a merging of issues, approaches, languages, making sense is a lively process. It can be frustrating when the others are ignorant of work one considers to be basic. Participants from different domains use the same terms in subtly different ways.
References + Image
Grudin, J., 1994. Computer-Supported Cooperative Work: History and Focus. In Journal Computer, Volume 27 Issue 5, May 1994, Page 19-26, available here
Dewsbury: the process of putting together a mix of relations
Phillips: agencement/ arrangement,fixing, fitting
Wise1: process of arranging and organizing and claims for identity, character and territoty
Ballantyne: new identities are generated through connections
De Landa 1: assemblage as a whole cannot be reduced to the aggregate properties of its parts since it is characterized by connections and capacities rather than the properties of the parts
Anderson & McFarlane 1: it includes heterogeneous human/non human, organic/inorganic, and technical/natural elements
De Landa 2: it is an alliance of heterogeneous elements
Wise 2: they are dynamically made and unmade in terms of the two axes of territorialisation (stabilization)/ deterritorialisation (destabilization) and language (express)/technology (material)
Dovey 1: assemblages are at once express and material
Farias 1: assemblages focus both on actual/material and possible/emergent
Deleuze & Guattari: they are fundamentally territorial
De Landa 3: territorialization is both spatial and non-spatial
Dovey 2: territory is a stabilized assemblage
Angelo: it addresses the inseparability of sociality and spatiality and the ways in which their relations and liaisons are established in the city and urban life
Anderson & McFarlane 2: it is an a priori reduction of sociality/spatiality to any fixed forms/set of forms of processes or relations
De Landa 4: assemblage theory offers a ‘bottom-up” ontology that works with analytical techniques rather than logical reasoning (…) the theory opposes the reduction of the entities to the essences asa deficiency of the social realism
De Landa 5: they are continuously in the process of emerging and becoming
Deleuze’s becoming-in-the-world as opposed to Heidegger’s being-in-the-world
Farias 2: assemblage thinking tends to develop empirical knowledge rather than theoretical analysis and critique / it is about inquiry and explorative engagement
assemblage and the city
Farias: the city as multiplicity rather than a whole
McFarlane: assemblage refers to ways in which urbanism is produced not as a “resultant formation” but as an ongoing process of construction (…) it refers to city as a verb in making urbanism through historical and potential relations
Dovey: assemblages are the main products of the “flows of desire”
assemblage and critical urbanism
McFarlane: assemblage as a concept, orientation, and imaginary/ as a relational composition process that contributes to the labour and socio-materiality of the city/ as an orientation to the potentiality of actors and sites in relation to history, required labour, and the capacity of urban process/ it offers some orientations to “critical urbanism” in terms of focusing on potentiality, agency of materials and composition of the “social imaginary”
Tonkiss: assemblage thinking is likely to generate a “template urbanism,” rather than a critical one
Brenner, Madden & Wachsmuth: they adopt the theory in relation to the political economy
One of the critical contributions of assemblage thinking for understanding the complexity of the city problems is to encourage multiscalar thinking
the diagram can be understood as an “abstract machine” in Deleuzian concept of assemblage thinking. In this way, diagrammatic thinking can be used as a means to abstractly illustrate the complexities of an urban assemblage as both a product and process
mapping can be considered as an abstraction that has the capacity to unravel what De Landa (2005) calls “real virtuality”, which is a kind of “reality” that has not
been “actualised” yet
diagrams, maps, and types have the capacity to produce a kind of “spatial knowledge” that can be effectively used as a basis to draw on the ways in which the city works in relation to spatiality and sociality. It also assists with specifying the space of possible solutions for the existing city problems and embodied capacities for transformational change
assemblage theory reads place as a multiplicity that is in the process of “becoming” in relation to social-spatial and material-express alignments
Kamalipour, H., Peimani, N., 2015. Assemblage Thinking and the City: Implications for Urban Studies. In Current Urban Studies, 2015, Vol.3, pp. 402-408, http://dx.doi.org/10.4236/cus.2015.34031
Image: Topographie du sol, mars 1957 Assemblage d’empreintes. Signée «J. Dubuffet» et datée «57» en bas à gauche. Titrée, signée «J. Dubuffet» et datée «mars 57» au dos. 60 x 105 cm, Available here
A set of things -people, cells, molecules, or whatever- interconnected in such a way that they produce their own patters or behavior over time. It can be buffered, constricted, triggered or driven by outside forces (…) We are complex systems—our own bodies are magnificent examples of integrated, interconnected, self-maintaining complexity. Every person we encounter, every organization, every animal, garden, tree, and forest is a complex system (…) A system isn’t just any old collection of things. A system is an interconnected set of elements that is coherently organized in a way that achieves something. If you look at that definition closely for a minute, you can see that a system must consist of three kinds of things: elements, interconnections, and a function or purpose (..) Is there anything that is not a system? Yes—a conglomeration without any particular interconnections or function (…) there is an integrityor wholeness about a system and an active set of mechanisms to maintain that integrity (…) Some interconnections in systems are actual physical flows(…) Many interconnections are flows of information—signals that go to decision points or action points within a system (…) System purposes need not be human purposes and are not necessarily those intended by any single actor within the system (…) Systems can be nested within systems (…) A system generally goes on being itself, changing only slowly if at all, even with complete substitutions of its elements—as long as its interconnections and purposes remain intact. If the interconnections change, the system may be greatly altered (…) To ask whether elements, interconnections, or purposes are most important in a system is to ask an un-systemic question. All are essential. All interact. All have their roles. But the least obvious part of the system, its function or purpose, is often the most crucial determinant of the system’s behavior.
Donella H. Meadows, Thinking in Systems: A primer, (Diana Wright, ed.). London; Sterling: VA