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02 NOVEMBER 2014

Exhibition about the use of self-education as an emancipation tactic

Exhibition: "Really Useful Knowledge", 29 October 2014 – 9 February 2015 / Sabatini Building, Floor 1, Museo Reina Sofía, Madrid.

"The notion of 'really useful knowledge' emerged at the beginning of the 19th century alongside the workers' awareness of the need for self–education. In the 1820s and 1830s, working class organisations in the UK introduced this phrase to describe a body of knowledge that encompassed various 'unpractical' disciplines such as politics, economy and philosophy, as opposed to the 'useful knowledge' proclaimed by business owners who had previously begun to invest more heavily in their companies' progress through financing workers' education in 'applicable' disciplines like engineering, physics, chemistry and mathematics. In this reference to the long–forgotten class struggles of early capitalism, the title of the exhibition suggests an inquiry into 'really useful knowledge' from a contemporary perspective.

The exhibition endeavours to position the notion of critical pedagogy as a crucial element in collective struggles, and explore the tension between individual and social emancipation through education with examples that are both historical and current, and their relation to organisational forms capable of leading unified resistance to the reproduction of capital. In doing so, the exhibition highlights the collective utilization of public resources, action and experiments, either forgotten or under threat of eradication, taking the museum as a pedagogical site devoted to the analysis of artistic forms interconnected with actual or desired social relations."

(Museo Nacional Centro de Arte Reina Sofía)

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TAGS

19th century2014alternative educational models • authorised discourse • body of knowledgecapitalist structurescapitalist values • class struggles • collective action • collective struggles • critical pedagogy • early 19th century • early capitalism • early modern periodeducation and employmenteducation system • emancipation through education • everyday understanding • exhibition • folk knowledge • hegemonic discoursehegemony • historical models • inculcation of capitalist values • inculcation of values through education • individual emancipation • industrial educationindustrial model of educationknowledge is powerMadridMuseo Nacional Centro de Arte Reina Sofia • organisational forms • political actionpower and agencyproper • really useful knowledge • reproduction of capitalreproduction of social relations of production • self-education • social emancipation • social hierarchiessocial historytactical behaviour • unified resistance • unpractical disciplines • useful knowledge • workers education • working class • working class organisations

CONTRIBUTOR

Simon Perkins
20 MARCH 2013

Radical Pedagogies in Architectural Education

"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[1] 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

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TAGS

1960s1970s20th centuryacademic disciplinesactivism • Alberto Perez-Gomez • Alexander Girard • Alexis Josic • alternative visions • Anna-Maria Meister • architectural discourse • architectural educationarchitectural pedagogyarchitectural practice • architectural radicalism • architecturearchitecture schoolsartificial intelligence • autochthonous tools • Beatriz Colomina • brave new worldBuckminster Fullerbureaucratic reduction • bureaucratic structures • call to armscapitalist structures • Cedric Price • challenging conventionsCharles Eamescold war • collective defiance • conceptual speculation • consumable plastics • conventional logicconventionalityconventions • cultural milieu • cultural transformation • curricular structures • curriculum innovation • cybernetics • Dalibor Vesely • Daniel Libeskind • David Leatherbarrow • decentralised university • Denise Scott Brown • design disciplinedesign educationdesign formalismdesign fundamentalism • disciplinary assumptions • disciplinary limits • disciplinary protocols • disciplinary self-reflexivity • emerging practices • Emilio Ambasz • Esther Choi • experimental pedagogy • experimental practices • experimental teachinggeopolitical landscape • George Candilis • George Nelson • Germano Celant • Giancarlo De Carlo • Gillo Dorfles • globalisationGyorgy KepesHannah Arendthegelian dialecticHenri Lefebvrehermeneutics • Ignacio Gonzalez Galan • information culture • institutional authority • institutional critique • institutional hierarchies • institutionalisation • instrumentality • Jean Baudrillard • Joseph Rykwert • linguisticsman machine • mass produced desire • mass productionmodernist tradition • Mohsen Mostafavi • new social ordernew technologiesNicholas Negroponte • non-architecture • non-school • Octavio Paz • pedagogical experiments • pedagogical institutions • pedagogy • pedagogy experiments • phenomenology • post-technological society • professionalisation • progressive pedagogical initiatives • provocationquestioning traditions • radical architectural pedagogies • radical architectural pedagogy • radical architectural practices • radical pedagogical experiments • radical pedagogies • radical pedagogy • radical practice • radical practices • radical strategies • radical upheaval • radicality • radice • rapidly evolving world • Ray Eamesreconceptualisationredesigningreinterpretationresearch project • retreat into formalism • return to order • Robin Evans • science fictionself-reflexivity • Shadrach Woods • socio-political • socio-political efficacy • spaceships • speculative interventionsspeculative proposalssubversive actions • Suzanne Keller • taking risks • techno-utopia • technological • technological advancestechnological determinism • Texas Rangers • The Architectural Review • transformational engagementUmberto Ecoutopian perspectiveutopian technological prophecyVietnam war

CONTRIBUTOR

Simon Perkins
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