"Pedagogical experiments played a crucial role in shaping architectural discourse and practice in the second half of the 20th century. In fact, the key hypothesis of our Radical Pedagogy research project is that these experiments can be understood as radical architectural practices in their own right. Radical in the literal meaning from the Latin radice, as something belonging or relating to the root, to its foundations. Radical pedagogies shake foundations, disturbing assumptions rather than reinforcing and disseminating them. This challenge to normative thinking was a major force in the postwar field of architecture, and has surprisingly been neglected in recent years. ...
Architectural pedagogy has become stale. Schools spin old wheels as if something is happening but so little is going on. Students wait for a sense of activist engagement with a rapidly evolving world but graduate before it happens. The fact that they wait for instruction is already the problem. Teachers likewise worry too much about their place in the institutional hierarchies. Curricular structures have hardly changed in recent decades, despite the major transformations that have taken place with the growth of globalisation, new technologies, and information culture. As schools appear to increasingly favour professionalisation, they seem to drown in self-imposed bureaucratic oversight, suffocating any possibility for the emergence of experimental practices and failures. There are a few attempts to wake things up here and there but it's all so timid in the end. There is no real innovation.
In response to the timidity of schools today, the Radical Pedagogy project returns to the educational experiments of the 1960s and '70s to remind us what can happen when pedagogy takes on risks. It's a provocation and a call to arms."
(Beatriz Colomina with Esther Choi, Ignacio Gonzalez Galan and Anna-Maria Meister, 28 September 2012, The Architectural Review)
1). Radical Pedagogy is an ongoing multi-year collaborative research project by a team of PhD candidates in the School of Architecture at Princeton University, led by Beatriz Colomina and involving seminars, interviews and guest lectures by protagonists and scholars. The project explores a remarkable set of pedagogical experiments of the 1960s and '70s that revolutionised thinking in the discipline. Each student is working on one of these experiments and collectively mapping the interconnections and effects of these experiments towards a major publication and exhibition.
Fig.1 Tournaments in the Course ‘Culture of the Body', at the Valparaíso School, 1975. Courtesy of Archivo Histórico Jose Vial, Escuela Arquitectura y Diseño, Pontificia Universidad Católica de Valparaíso
"Most New Zealanders watched David Lange contest and win the 1985 Oxford Union debate, arguing the proposition that 'nuclear weapons are morally indefensible' with a mixture of pride and astonishment. After decades of knowing our place, and several years of government by homunculus, suddenly we had a Prime Minister who could stride the international stage with insouciance. And briefly, we seemed to matter.
Although New Zealand's nuclear-free policy did not become law until 1987, it was integral to early years of the fourth Labour government. The 1984 snap election that made Lange Prime Minister was called by Robert Muldoon when National MP Marilyn Waring withdrew her support for her party over the issue of nuclear ship visits. Labour won the election with a nuclear ban as a flagship policy.
The policy was popular among New Zealanders, but not without cost. Our relationship with the US deteriorated in the early weeks of 1985. On the same journey that took him to Oxford, Lange, four days before the debate, met with a US State Department official who outlined the retaliatory measures that the US would be taking against New Zealand. The ANZUS alliance of which New Zealand had been part since 1951 was effectively cancelled at that meeting."
(Public Address, 14 October 2004)
This is the introduction to the transcript of the Rt. Hon. David Lange's 1985 Oxford Debate. The transcript is copyright to Public Address. It was prepared by Russell Brown and Fiona Rae, with the consent of David Lange. Thanks are due to Radio New Zealand’s Sound Archives/Nga Taonga Korero (File: Media Numbers T4705 to T4708), Infofind, the Parliamentary Library and Barry Hartley.
"this blog is nina wenhart's collection of resources on the various histories of new media art. it consists mainly of non or very little edited material i found flaneuring on the net, sometimes with my own annotations and comments, sometimes it's also textparts i retyped from books that are out of print.
it is also meant to be an additional resource of information and recommended reading for my students of the prehystories of new media class that i teach at the school of the art institute of chicago in fall 2008.
the focus is on the time period from the beginning of the 20th century up to today."
(Nina Wenhart, 26/06/2008)
Yelena Popova's reflections on the materiality of contamination and the Kyshtym nuclear disaster of the 9th September 1957.
Fig.1 Yelena Popova (2010). still from 'Unnamed', short artist documentary telling a personal story of a secret town in Russia, 10 minutes.