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Which clippings match 'Henri Lefebvre' 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
08 JUNE 2009

Video in the City: Possibilities for Transformation in the Urban Space

"This thesis is an attempt at looking at the ways video can create a change in the city. The specific use of video by communities and activists is what is meant by video as opposed to its other uses. In this thesis video is not ascribed an emancipatory role per se, rather its potentials will be explored though its practice.

In order to understand the significance of different uses of video in the city, first the visual terrain of the city video is acting in will be explored around the concepts of spectacle and surveillance. After that the relation of the visual technologies of photography and cinema with the modern city will be analysed. Although these two are not taken as predecessors of video, some of their uses resemble to that of video's.

Video is a technology that is used in different contexts. In the scope of this thesis, video art, video activism and participatory uses of video will be dealt with in detail. Video is also defined as a tactic using de Certeau's terminology.

Process and practice are important in studying video's uses, so this thesis will also be informed by different practices of three different video groups. Karahaber in Ankara, PTTL in Brussels and Spectacle in London have developed different practices that are defined by their local conditions as well as aspirations of the group members. No matter how locally defined and specific they are, these practices can be assembled together under certain topics. Documenting, reconstruction, monitoring the monitors, having a voice, encounter(s) and transformation are such topics defined in this thesis.

The main argument of the thesis is that video is a tool that is capable of creating local narratives that can bring about the differential space Henri Lefebvre has situated against the abstract space of capitalism. The former will not emerge with an overnight collapse of the latter, but rather will infiltrate through the cracks left open. Video is one medium that can create more cracks."
(B. Siynem Ezgi Sarıtaş)

TAGS

changecitycommunityemancipationengagementfilmmakingHenri Lefebvrelocal narrativeslocal storiesLondonMichel de Certeauparticipationsocial changesocial constructionismsocial interactionsociety • Spectacle Productions • tacticthesistransformationUKurbanvideo • Video in the City

CONTRIBUTOR

Simon Perkins
13 JANUARY 2004

Corporeality is situated in dwelling space: the revolution begins at home

"[Henri] Lefèbvre gives an interpretation of [Satz] Hölderlin's assertion that the 'human being' can only live as a poet. The relationship of the 'human being' to the world, to 'nature', to his desires and corporeality is situated in dwelling space; this is where it realises itself and becomes readable. It is impossible for him to build or to have a home in which he lives, without possessing something that is different from everyday life, that points beyond itself, namely his relationship to potentiality and the imaginary. This desire is encapsulated in even the most destitute hut, the most dreary high–rise apartment in [e.g. kitsch] objects. In objects possessing exactly those qualities that modernism wanted to do away with."

(Park Fiction 1995/98)

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TAGS

apartmentcorporealcultural purposedifferentiationdwellingeverydayeveryday lifeHenri Lefebvrehomehuman beinghumanismhumanistic perspectivehutimaginarykitsch • Marxist humanism • naturepoetprivate space • production of space • reproduction of social relations of production • Satz Holderlin • scriptible spacessituatedsocial space • spatial justice • urban design
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