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This book examines the relationship between social practices and
built space, focusing on current cooperative/participative and
posthuman approaches to its production and management. From a
social-cultural-and-ecological perspective, it explores the modes
of engagement of all factors in the constitutional processes of
inhabited space. Throughout this interdisciplinary collection,
built space is reconsidered in the light of other schools of
thought such as philosophy, anthropology, social sciences and
political theories and practices. It covers new ground at
conceptual, epistemic and methodological levels, focusing on
inhabited space from within the framework of globalisation,
bio-politics, cultural changes, environmental crisis and new
technologies. Organised into three parts, Parts 1 and 2 focus on
the role of architects in the emergence of a new ethos for
habitation, as well as the modalities of the inclusion of
differences in design, discussing the importance of participation
and narrative at a theoretical and practical level in architecture.
In the third part, the chapters delve into questions regarding the
intersection of design, ecology and technoscience in a posthuman
approach, which might support the inclusion of differences in
design and the emergence of a new environmental ethos. Providing a
stimulating landscape of arguments and challenges to new readings
of architecture, society and the environment, this book will be of
interest to researchers, students and professionals of
architecture, urban planning, anthropology and philosophy.
The pressing economic, environmental and social crises emanate the
need for a redefinition of the dominant views, perspectives and
values in the field of architecture. The intellectual production of
the last two decades has witnessed an impressive number of new
design techniques and conceptual displacements reflecting the
dynamic and fluid relation between man and his dwelling space.
However, the contemporary market forces are favouring the growth of
a star-system in architectural production based on technological
innovation, spectacular imagery and formal acrobatics, and are
neglecting the social, environmental and moral implications of
spatial design. Perhaps the time has come to think anew the
possible critical intersections between space and ethos, not only
as an answer to the negative consequences of Modernity, but also as
a remedy to the negative aspects of globalisation. The aim of the
present collective volume is to enliven the ethical dimensions and
dilemmas of architecture as they are shaped within the complexity
of our times on two levels: the level of critical and reflective
discourse and the level of social and cultural reality occasioned
by post-industrial modes of production and new technologies.
Thirteen distinguished academics and researchers investigate the
complex relations between architecture, space and ethics from
divergent and inter-disciplinary perspectives: philosophy,
sociology, the humanities, the arts, landscape design,
environmental design, urban design and architectural history and
theory.
Fluid Space and Transformational Learning presents a critique of
the interlocking questions of 'school architecture' and education
and attempts to establish a field of questioning that aspectualises
and intersects concepts, theories and practices connected with the
contemporary school building and the deschooling of learning and of
the space within and through which it takes place. Tying together
the historicity of architectural theory, criticism and practice and
the plural dynamic of social fields and sciences, this book
outlines the qualities and modalities of experiential fields of
transformational learning. The three qualities of space that are
highlighted along the way - activated, polyphonic and playful space
- as they emerge (without being instrumentalised) through
architecturalised spatial modalities - flexibility, variability,
interactivity, taut fluid polyphony, multiplicity, transcendence of
boundaries - tend to construct and establish a school environment
rich in heretical socio-spatial codes. Meshing cooperative,
participatory, intrapsychic and interpsychic dimensions, they
invite the factors of learning to a creative, imponderable,
transformational disorder and deconstruct dominant conditioned
reflexes of a disciplinary, methodical and productive order.
The pressing economic, environmental and social crises emanate the
need for a redefinition of the dominant views, perspectives and
values in the field of architecture. The intellectual production of
the last two decades has witnessed an impressive number of new
design techniques and conceptual displacements reflecting the
dynamic and fluid relation between man and his dwelling space.
However, the contemporary market forces are favouring the growth of
a star-system in architectural production based on technological
innovation, spectacular imagery and formal acrobatics, and are
neglecting the social, environmental and moral implications of
spatial design. Perhaps the time has come to think anew the
possible critical intersections between space and ethos, not only
as an answer to the negative consequences of Modernity, but also as
a remedy to the negative aspects of globalisation. The aim of the
present collective volume is to enliven the ethical dimensions and
dilemmas of architecture as they are shaped within the complexity
of our times on two levels: the level of critical and reflective
discourse and the level of social and cultural reality occasioned
by post-industrial modes of production and new technologies.
Thirteen distinguished academics and researchers investigate the
complex relations between architecture, space and ethics from
divergent and inter-disciplinary perspectives: philosophy,
sociology, the humanities, the arts, landscape design,
environmental design, urban design and architectural history and
theory.
Fluid Space and Transformational Learning presents a critique of
the interlocking questions of 'school architecture' and education
and attempts to establish a field of questioning that aspectualises
and intersects concepts, theories and practices connected with the
contemporary school building and the deschooling of learning and of
the space within and through which it takes place. Tying together
the historicity of architectural theory, criticism and practice and
the plural dynamic of social fields and sciences, this book
outlines the qualities and modalities of experiential fields of
transformational learning. The three qualities of space that are
highlighted along the way - activated, polyphonic and playful space
- as they emerge (without being instrumentalised) through
architecturalised spatial modalities - flexibility, variability,
interactivity, taut fluid polyphony, multiplicity, transcendence of
boundaries - tend to construct and establish a school environment
rich in heretical socio-spatial codes. Meshing cooperative,
participatory, intrapsychic and interpsychic dimensions, they
invite the factors of learning to a creative, imponderable,
transformational disorder and deconstruct dominant conditioned
reflexes of a disciplinary, methodical and productive order.
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