Pedagogías radicales: Reimaginando los protocolos disciplinares de la arquitectura
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Published:
Jun 12, 2017
Keywords:
Educación
experimento
protesta
posguerra
global
Education
Experiment
Protest
Post-war
Section
Dossier
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Abstract
Pedagogías Radicales explora una serie de experimentos pedagógicos que tuvieron un rol crucial en la formación del discurso y la práctica de la arquitectura en la segunda mitad del siglo XX. Como desafío al pensamiento normativo, cuestionaban, redefinían y reformaban el campo de la arquitectura de posguerra. Son radicales en el sentido literal que nace del término latino radix (raíz), puesto que cuestionan la base de la arquitectura. Estos nuevos métodos de enseñanza, más que reforzar y diseminar los criterios vigentes, remecieron sus bases y los perturbaron. Operaban como pequeños esfuerzos, a veces al margen de las instituciones, pero tenían un impacto duradero. Gran parte de la enseñanza de la arquitectura de hoy está basada en los paradigmas que ellos introdujeron.
Abstract
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.
Article Details
Colomina, B., Galán, I. G., Kotsioris, E., & Meister, A.-M. (2017). Pedagogías radicales: Reimaginando los protocolos disciplinares de la arquitectura. Materia Arquitectura, (14), 32–45. https://doi.org/10.56255/ma.v0i14.13
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References
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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. En P. V. Aureli, The Possibility of an Absolute Architecture (págs. 177–227). Cambridge, MA, EE.UU.: MIT Press.
BORGONUOVO, V., & FRANCESCHINI, S. (2015). Global Tools 1973-75. Estambul, Turquía: SALT. Disponible en: http://saltonline.org/en#!/en/1195/ global-tools-1973-1975.
CARAGONNE, A. (1995). The Texas Rangers: Notes from an Architectural Underground. Cambridge, MA, EE.UU.: 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, EE.UU.: ESRI Press.
COLOMINA, B. (2010). Towards a Global Architect. En Zurich Museum of Design, & Angeli Sachs (Eds.), Global Design: International Perspectives and Individual Concepts (págs. 54–56). Zúrich, Suiza: 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. Nueva York, NY, EE.UU.
CROSBIE, M. (Agosto de 1984). Cooper Union: A Haven for Debate. Architecture, 73, 42–49.
EAMES, C., & EAMES, R. (1958). 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 (págs. 12–13). Nueva York: Papers presented at the Museum of Modern Art.
FÖRSTER, K. (2008). Alternative Educational Programs in Architecture: The Institute for Architecture and Urban Studies. En R. Geiser (Ed.), Explorations in Architecture: Teaching, Design, Research (págs. 26–27). Basel, Suiza: Birkhauser.
FÖRSTER, K. (2015). The Institute for Architecture and Urban Studies (New York, 1965-1985): Networks of Cultural Production. Zúrich, Suiza: Gta Publishers.
FRANZEN, U., & PÉREZ GÓMEZ, A. (1999). Education of an Architect: A Point of View. Nueva York, NY, EE.UU.: Monacelli Press.
FULLER, R. B. (1962). Education Automation: Freeing the Scholar to Return to his Studies. Carbondale, IL, EE.UU.: Southern Illinois University Press.
FULLER, R. B. (1963). No More Secondhand God and Other Writings. Carbondale, IL, EE.UU.: 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, EE.UU.: Southern Illinois University Press.
GLOBAL TOOLS. (1974). Document-0 No. 2.
GLOBAL TOOLS. (Enero de 1975). La Cronaca/The Chronicle. Global Tools(1). Milán, Italia: Edizioni L’uomo e l’arte.
GOWAN, J. (Ed.). (1972). Projects, Architectural Association, 1946–71. Londres, Inglaterra: Architectural Association.
GOWAN, J. (Ed). (1975). A Continuing Experiment: Learning and Teaching at the Architectural Association. Londres, Inglaterra: Architectural Press.
HARDINGHAM, S., & RATTENBURY, K. (Eds.). (2007). Cedric Price: Potteries Thinkbelt. Abingdon, Inglaterra: Routledge.
HEJDUK, J. (1985). The Mask of Medusa: Works, 1947–1983. Nueva York, NY, EE.UU.: Rizzoli.
LIFCHEZ, R. (1979). Design for independent living: the environment and physically disabled people. Nueva York, NY, EE.UU.: Whitney Library of Design.
MCHALE, J. (Julio de 1961). 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. En I. Weizman (Ed.), Architecture and the Paradox of Dissidence (págs. 89-102). Londres, Inglaterra: 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, EE.UU.: MIT Press.
NEGROPONTE, N. (1975). Soft Architecture Machines. Cambridge, MA, EE.UU.: MIT Press.
OCKMAN, J. (1988). Resurrecting the Avant-Garde: The History and Program of Oppositions. En B. Colomina (Ed.), Architectureproduction (págs. 180–199). Nueva York, NY, EE.UU: Princeton Architectural Press.
PRICE, C. (Octubre de 1966). Potteries Thinkbelt. Architectural Digest, 484–497.
ROWE, C. (1999a). Introduction. En C. Rowe, As I Was Saying, vol. 2, Cornelliana (págs. 1–6). Cambridge, MA, EE.UU.: MIT Press.
ROWE, C. (1999b). The Figure/Grounds. En C. Rowe, As I Was Saying, vol. 3, Cornelliana (págs. 17–24). Cambridge, MA, EE.UU.: MIT Press.
ROWE, C., & HEJDUK, J. (Marzo de 1957). 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. (Invierno de 2009). 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. París, Francia: 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". Marburgo, Alemania: Jonas.
WARNTZ, W., SCHMIDT, A., & STEINTZ, C. (1969). Red Book: Projects of the Laboratory for Computer Graphics and Spatial Analysis. Cambridge, MA, EE.UU.: Harvard University LCGSA.
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