ARCHITECTURE AND BILDUNG Ændr 2. linje i...

Ændr 2. linje i overskriften

til AU Passata Light

5. MAJ 2017

GERT BIESTA BOOK RECEPTION

ASSISTANT PROFESSOR, PH.D

LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU

ARCHITECTURE AND BILDUNG

5. MAJ 2017




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Overskrift

MAKS. én linje Basic points

• Bildung in school-architecture is

inseparable from schools functions

(Dewey).

• Biesta’s ‘mundane spaces’ is a focus

on the human uniqueness (B:

‘Formal bildung’ (Klafki)

• Hence ‘bildung as mundane spaces’

can easily be misused to promote

flexible classrooms, visible learning,

and efficient teaching-space design

detached from school subjects or

professional differrences.

5. MAJ 2017




Overskrift én linje

Bold eller Regular

NATIONAL TENDENCY: UCC PÅ CARLSBERG, UCSJ IN ROSKILDE, AND UC VIA IN AARHUS

• Merge of different professional educations

• Neglect of professional differences

• Little subject-specific design

• Flexible classrooms

• Occularcentrisme: Visible learning

5. MAJ 2017




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Difference requires a different attitude toward plurality and otherness, one in which the idea of responsibility is more appropiate than the idea of knowledge, one in which ethics is more important than epistemology (Biesta 2006:103)

5. MAJ 2017





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MAKS. én linje Biesta’s outset: The architects’ paradox

Functionalism Mundane

spaces

• Functionalism

• Instrumentalism

• Reductionism

• Diversity (not difference)

• Mundane spaces

• Democratic dialogue

• Unique subjetcts’ formation

• Humanity

5. MAJ 2017





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• Strategies of

• Embracing

• Bypassing

• Neglecting

• …?

HOW TO DEAL WITH PARADOXES?

5. MAJ 2017





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MAKS. én linje Mossbourne Community Academy, London by Richard Rogers

• Rogers: Full visibility & safe

environment for teachers and

students

• Biesta: ‘Panoptikon’

• Functionalism has no place

for bildung.


spaces

5. MAJ 2017





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Overskrift

MAKS. én linje Alfred Lerner Hall, New York by Bernard Tschumi

• Tschumi: Architecture as disjunction

between function & use of space.

• Biesta: Theory not applied:

• Alfred Lerner Hall creates

monoculture: No place for

pluralistic conversation


spaces

5. MAJ 2017





på teksten






Overskrift

MAKS. én linje

Montessori College Oost, Amsterdam by Herman Hertzberger • Herzberger: School like a city. Corridors

like roads between quarters and students

as nomads

• Biesta: Mundane spaces for democratic

bildung: Context-sensitive design:

Students express mutual sympathy


spaces

https://www.google.dk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjr1Lad9NPTAhWEApoKHa6pCogQjRwIBw&url=https://www.ahh.nl/index.php/nl/projecten2/9-onderwijs/55-montessori-college-oost-amsterdam&psig=AFQjCNEhoUXmP6JAXFD_2HouSPBqovpztg&ust=1493907203582758

5. MAJ 2017





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• Even negative functionalism (as in Alfred Lerner Hall by Tscumi) is bad

• Functionalism is neglegted (= no paradox left)

• Architecture as ‘post-functional’ ¨~ mundane space over function

• Bildung as a way of thinking theory and practice

NO PARADOX LEFT


spaces

10. MARTS 2016

NERA HELSINKI

ADJUNKT


Overskrift én linje

Bold eller Regular THEORY AND PRACTICE RELATIONS (JORGENSEN, 2005)

5. MAJ 2017





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• Biesta: Bildung is a fusion of theory and practice in pursue of the good life

• On pluralisme: Difference (over diversity) calls for ethics rather than epistemology

• Responsible for uniquenees of every human

• Analysis of possibilities for democratic participation and formation

• Neglecting the architects paradox between functionalism and mundane spaces

BILDUNG IN PURSUE OF THE GOOD LIFE

5. MAJ 2017





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• Thomas Højrup: Bildung is dialectics between theory and practice in pursue of

understanding

• On pluralisme: Difference calls for both an ethical and epistemological analysis

• Responsible for mutual understanding of mutual dependence and different conditions

and ambitions

• Analysis of the functionalism of school subjects that the school design to meet those

demands

• Embracing the architects paradox between functionalism and mundane space

BILDUNG AS PURSUE OF UNDERSTANDING

5. MAJ 2017





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• ‘Mundane spaces’ is a notion of bildung that lacks sense function, school subjects

• Bildung as a sense of difference should include both ethics and epistemology in order to

grasp the tendency to uniform i.e. professional educations.

• Hence: Too ‘mundane spaces’ is a notion too easy to misuse for purposes of making school

buildings more efficient, to promote visible learning etc. rather than an being an argument

for the ackowledgement difference in subjects, milieus, traditions, professionalism etc.

SUMMING UP

5. MAJ 2017




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Beliefs and aspirations cannot be physically extracted and inserted. How then are they communicated?[...] The answer, in general formulation, is: By means of the action of the environment in calling out certain responses. The required beliefs cannot be hammered in; the needed attitudes cannot be plastered on. But the particular medium in which an individual exists leads him to see and feel one thing rather than another; it leads him to have certain plans in order that he may act successfully with others; it strengthens some beliefs and weakens others as a condition of winning the approval of others. Thus it gradually produces in him a certain system of behavior, a certain disposition of action (Dewey 1916:13).s

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