Radical Pedagogies: Re-imagining Architecture’s Disciplinary Protocols
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Publicado:
jun 12, 2017
Palabras clave:
Education
Experiment
Protest
Post-war
Global
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Resumen
Radical Pedagogies explores a series of pedagogical experiments that played a crucial role in shaping architectural discourse and practice in the second half of the 20th Century. As a challenge to normative thinking, they questioned, redefined, and reshaped the post-war field of architecture. They are radical in the literal meaning stemming from the Latin radix (root), as they question the basis of architecture. These new modes of teaching shook foundations and disturbed assumptions, rather than reinforcing and disseminating them. They operated as small endeavours, sometimes on the fringes of institutions, but had long-lasting impact. Much of architectural teaching today still rests on the paradigms they introduced.
Detalles del artículo
Colomina, B., Galán, I. G., Kotsioris, E., & Meister, A.-M. (2017). Radical Pedagogies: Re-imagining Architecture’s Disciplinary Protocols. Materia Arquitectura, (14), 102–107. https://doi.org/10.56255/ma.v0i14.24
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WARNTZ, W., SCHMIDT, A., & STEINTZ, C. (1969). Red Book: Projects of the Laboratory for Computer Graphics and Spatial Analysis. Cambridge, MA, USA: Harvard University LCGSA.
ALLAIS, L. (2010). The Real and the Theoretical, 1968. Perspecta, 42, 27–41.
AURELI, P. V. (2011). The City within the City: Oswald Mathias Ungers, OMA, and the Project of the City as Archipelago. In P. V. Aureli, The Possibility of an Absolute Architecture (pp. 177–227). Cambridge, MA, USA: MIT Press.
BORGONUOVO, V., & FRANCESCHINI, S. (2015). Global Tools 1973-75. Istanbul, Turkey: SALT. Available at: http://saltonline.org/en#!/en/1195/global-tools-1973-1975.
CARAGONNE, A. (1995). The Texas Rangers: Notes from an Architectural Underground. Cambridge, MA, USA: MIT Press.
CASABELLA. (1971). The Institute for Architecture and Urban Studies. Casabella(359–360), 100-102.
CHRISTEN, N. R. (2006). Charting the Unknown: How Computer Mapping at Harvard Became GIS. Redlands, CA, USA: ESRI Press.
COLOMINA, B. (2010). Towards a Global Architect. In Zurich Museum of Design, & Angeli Sachs (Eds.) Global Design: International Perspectives and Individual Concepts (pp. 54–56). Zurich, Switzerland: Lars Müller Publishers.
COLOMINA, B. (2011). Mourning the Suburbs: Learning from Levittown. Public: Art, Culture, Ideas(43), 86-97.
COOPER UNION FOR THE ADVANCEMENT OF SCIENCE AND ART, SCHOOL OF ART AND ARCHITECTURE. (1971). Education of an Architect: A Point of View. An exhibition by the Cooper Union School of Art & Architecture at the Museum of Modern Art, New York City, November 1971. New York, NY, USA.
CROSBIE, M. (1984, August). Cooper Union: A Haven for Debate. Architecture 73, 42–49.
EAMES, C., & EAMES, R. (1958, April). India Report. Ahmedabad, India: National Institute of Design.
EISENMAN, P. (1971). The Education of Reality. Architectural Education USA: A conference to explore current alternatives, November (pp. 12–13). New York, NY, USA: Papers presented at the Museum of Modern Art.
FÖRSTER, K. (2008). Alternative Educational Programs in Architecture: The Institute for Architecture and Urban Studies. In R. Geiser (Ed.), Explorations in Architecture: Teaching, Design, Research (pp. 26–27). Basel, Switzerland: Birkhauser.
FÖRSTER, K. (2015). The Institute for Architecture and Urban Studies (New York, 1965-1985): Networks of Cultural Production. Zurich, Switzerland: Gta Publishers.
FRANZEN, U., & PÉREZ GÓMEZ, A. (1999). Education of an Architect: A Point of View. New York, NY, USA: Monacelli Press.
FULLER, R. B. (1962). Education Automation: Freeing the Scholar to Return to his Studies. Carbondale, IL, USA: Southern Illinois University Press.
FULLER, R. B. (1963). No More Secondhand God and Other Writings. Carbondale, IL, USA: Southern Illinois University Press.
FULLER, R. B., & MCHALE, J. (1963). World Design Science Decade, 1965–1975; Five Two Year Phases of a World Retooling Design Proposed to the International Union of Architects for Adoption by World Architectural Schools. Carbondale, IL, USA: Southern Illinois University Press.
GLOBAL TOOLS. (1974). Document-0 No. 2.
GLOBAL TOOLS. (1975, January). La Cronaca/The Chronicle. Global Tools(1). Milan, Italy: Edizioni L’uomo e l’arte.
GOWAN, J. (Ed.). (1972). Projects, Architectural Association, 1946–71. London, England: Architectural Association.
GOWAN, J. (Ed). (1975). A Continuing Experiment: Learning and Teaching at the Architectural Association. London, England: Architectural Press.
HARDINGHAM, S., & RATTENBURY, K. (Eds.). (2007). Cedric Price: Potteries Thinkbelt. Abingdon, England: Routledge.
HEJDUK, J. (1985). The Mask of Medusa: Works, 1947–1983. New York, NY, USA: Rizzoli.
LIFCHEZ, R. (1979). Design for independent living: the environment and physically disabled people. New York, NY, USA: Whitney Library of Design.
MCHALE, J. (1961, July). Education in Progress: Design Department, Southern Illinois University. Architectural Design, 31(7), 320–322.
MCKEAN, J. M. (1972). Case Study: University of Essex. Architects' Journal, 156(38), 637–678.
MEISTER, A.-M. (2013). Radical Remoteness: The HfG Ulm as Institution of Dissidence. In I. Weizman (Ed.), Architecture and the Paradox of Dissidence (pp. 89-102). London, England: Routledge.
MURRAY, P. (1986). AA/AD/Polyark Bus Tour. Architectural Design, 43(4), 201–212.
NEGROPONTE, N. (1970). Architecture Machine: Toward a More Human Environment. Cambridge, MA, USA: MIT Press.
NEGROPONTE, N. (1975). Soft Architecture Machines. Cambridge, MA, USA: MIT Press.
OCKMAN, J. (1988). Resurrecting the Avant-Garde: The History and Program of Oppositions. In B. Colomina (Ed.), Architectureproduction (pp. 180–199). New York, NY, USA: Princeton Architectural Press.
PRICE, C. (1966, October). Potteries Thinkbelt. Architectural Digest, 484–497.
ROWE, C. (1999a). Introduction. In C. Rowe, As I Was Saying, vol. 2, Cornelliana (pp. 1–6). Cambridge, MA, USA: MIT Press.
ROWE, C. (1999b). The Figure/Grounds. In C. Rowe, As I Was Saying, vol. 3, Cornelliana (pp. 17–24). Cambridge, MA, USA: MIT Press.
ROWE, C., & HEJDUK, J. (1957, March). Lockhart, Texas. Architectural Record, 121(3), 201–206.
RYKWERT, J. (1968). Universities as Institutional Archetypes of Our Age. Zodiac(18), 61–63.
SLUTZKY, R. (1980). Introduction to Cooper Union. Lotus(27), 86–104.
SUNWOO, I. (2009, Winter). Pedagogy's Progress: Alvin Boyarsky's International Institute of Design. Grey Room(34), 28–57.
SUNWOO, I. (2012). From the ‘Well-Laid Table’ to the ‘Marketplace’: The Architectural Association Unit System. Journal of Architectural Education, 65(2), 24–41.
VIOLEAU, J.-L. (2005). Les Architectes et Mai 68. Paris, France: Recherches.
VON SECKENDORFF, E. (1989). Die Hochschule für Gestaltung in Ulm: Gründung (1949-1953) und Ära Max Bill (1953-1957), vol. 1, Schriftenreihe des "Club Off Ulm". Marburg, Germany: Jonas.
WARNTZ, W., SCHMIDT, A., & STEINTZ, C. (1969). Red Book: Projects of the Laboratory for Computer Graphics and Spatial Analysis. Cambridge, MA, USA: Harvard University LCGSA.
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- Beatriz Colomina, Ignacio G. Galán, Evangelos Kotsioris, Anna-Maria Meister, Pedagogías radicales: Reimaginando los protocolos disciplinares de la arquitectura , Materia Arquitectura: Núm. 14 (2016): Materia Arquitectura 14 (Diciembre/December 2016)