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Which clippings match 'Radical Pedagogy' keyword pg.1 of 1
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
29 DECEMBER 2008

E-learning in 'open source' education

"The open source idea is very successful in software development where there is a peer–production process of community–owned 'open source' software. The potential of this approach for education has been indicated (Staring et al, 2005; Dillon & Bacon, 2006) and this study is a qualitative review of education initiatives that embody this approach, leading to a focus group asking what can be learnt from these ideas.

Radical pedagogy is a broad term related to alternative educational approaches including critical pedagogy and popular education, and educational concepts like collaborative and constructivist learning. History and influences range through Foucault, socialism, Freire, de–schooling and anarchism to traveller culture. Major themes are non–alignment, critique of power, non–hierarchical self–organisation, political activism and critical consciousness (Smith 1996; Wright 1989 and others).

The research is evaluating the open source approach as a significant concept in education thinking and identifying pedagogical and e–learning ideas or techniques from such approaches that can be valuable for teaching and learning."
(Brent Cunningham, March 17 2008)

[This extract has been taken from a preliminary abstract posted Brent Cunningham to the Autonomous University of Lancaster forum.]

Dillon, T., Bacon, S. 2006. Opening education. The potential of open source approaches for education.

McGettigan , T. 1999. What is Radical Pedagogy? Radical Pedagogy 1 (1).

Smith, M. K. 1996. Ideas. Key concepts and theories in informal education, lifelong learning and social action.

Staring, K., Titlestad, O. & Gailis, J. 2005. Educational transformation through open source approaches.

Wright, N., 1989. Assessing radical education. Milton Keynes/Philadelphia: Open University Press.

TAGS

andragogy • Autonomous University of Lancaster • collaboration • constructivist learning • critical consciousnesscritical pedagogycritique of powerdeschoolinge-learningeducationethicslearningMichel Foucault • non-alignment • non-hierarchicalopen sourceparticipatory learningPaulo Freirepedagogypeer-productionpolitical activismradical pedagogy • self-organisation • social changesocial constructionismteaching • traveller culture

CONTRIBUTOR

Simon Perkins
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