HfG Ulm a Personal View of an Experiment in Democracy and Design Education

7/26/2019 HfG Ulm a Personal View of an Experiment in Democracy and Design Education

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Design History Society

HfG Ulm: A Personal View of an Experiment in Democracy and Design EducationAuthor(s: Heiner !aco"#ource: Journal of Design History, Vol$ %& 'o$ )* (%+,,& pp$ --%.

-*Pu"lished "y: /xford Uni0ersity Press on "ehalf of DesignHistory #ociety#ta"le U12: http://www.jstor.org/stable/1315712

Accessed: -3)%%)-44, 43:4*

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Heiner Jacob

HfG Ulm : A Personal View of an Experiment

in Democracy and Design Education

+reface

6" 111) " the ct$ of (l&) 8ugust 9erbl"ger) a

talor) set out to pro!e that &a" coul# fl$. e bult

a co"trapto" that was to allow h& to ju&p off the

ct$ walls a"# gl#e across the R!er ;a"ube. e

crashe#) "earl$ #row""g " the ;a"ube) a"#

ache!e# &&ortalt$ as a fgure of publc r#cule.

Rece"t research has pro!e# h& to be a" "ge"ous

po"eer of a!ato") who just happe"e# to carr$ out

hs eper&e"ts u"#er a#!erse crcu&sta"ces.Ths s the &otto of &$ paper: a" "ge"ous

eper&e"t u"#er a#!erse crcu&sta"ces or) ca" we

lear" fro& hstor$ -

ac!ground

rst) a few "a&es) facts a"# fgures. The three

cor"ersto"e #ates are: 1er&a"s to %asprtual rege"erato" of a #estro$e#a"# co"fuse#post*war >er&a"$%.

8 project for a" a#ult e#ucato" ce"tre " the ct$

of (l& too, shape) a sort of people%s u"!erst$

whch was to beco&e a &o#el for s&lar"sttuto"s all o!er >er&a"$. Ths a#ult

e#ucato" ce"tre soo" spaw"e# a"other) &orea&btous project) a poltcal school) at u"!erst$

le!el. 6ts a& was %to e#ucate apoltcal elte%.These pla"s were supporte# b$ the &ltar$

go!er"&e"t of the 8lle# orces) especall$

8&erca" gh 'o&&sso"er ?c'lo$) who

helpe#fu"# ths school as well as a"other &porta"t

project) the ra",furt School of Socal Research.

8s the (l& co"cept "ee#e# a focus) e!er$o"e

agree# o" what s

"ow calle# %"!ro"&e"tal

;esg"%.8 fou"#ato" was set up " the "a&e of a"s

a"# Sophe Scholl) the >eschwster Scholl

ou"#ato")to help fu"# a purpose*&a#e ca&pus)

a" #ea whch was ra#call$ "ew for post*war

>er&a"$. The fou"#er &e&bers were 6"ge Scholl)

o"e of Sophe Scholl%sfre"#s*a $ou"g sculptor b$

the "a&e of Otl 8cher)the wrter a"s er"er

Rchter) who was the "tator of a u"o" of

$ou"g >er&a" authors*the >ruppe


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journal of Design History Vol. 6 Nos. 3- @ !"## $%e Design History Society &"'(-)" *## AJ.OO 221

2 ochschule fiir >estaltu"g) (l&. ;esg"e# b$ ?a 9llBbult153*5C. ro"t e"tra"ce) fro& est

(l&. The School ha# four #epart&e"ts :6"#ustral ;esg" Bthe largest #epart&e"tC) Dsual'o&&u" cato") 6"#ustral0e# 9ul#"g) a"#6"for&ato" Bthelatter was e!e"tuall$ tra"sfor&e#"to the ;epart&e"t of l&*&a,"gC.

6" a"$ g!e" $ear the School ha# appro&atel$15E stu#e"ts. There was a bo#$ of betwee" te"a"# fftee" full*t&e tutors a"# about fort$ guestlecturers. Staff/stu#e"t ratos "e!er ecee#e# 1 :1= " thestu#os a"# wor,shops. 6" ts 12*$earhstor$ the

School ha# a total of =


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3 Stu#e"ts " a" 6"#ustral0e# 9ul#"g se&"ar

8lthough ths pro!e# to be e#ucato"all$

be"efcal) the groups% re!e"ues were largel$

absorbe# b$"flato".8 bg brea,through was epecte# arou"# =s)

whe" the 6"sttute of 6"#ustral0e# 9ul#"g) o"e

of

the #e!elop&e"t groups) was o" the !erge ofstr,"g a #eal wth the bul#"g "#ustr$. 9utult&atel$ the 6"sttute%s #esg"s for &o#ularhous"g u"ts ## "ot go "to &ass pro#ucto". 6stll re&e&ber the gloo& whe" the "ews bro,ethat "ot a s"gle &a"ufacturer " >er&a"$ woul#ta,e the rs, of "!est"g " thsproject. That$ear%s re!e"ue fell short of epectato"s a"# thsput the School e!e" #eeper "to the re#. BSee8ppe"# 2.C

6" 1=7 the wth#rawal of fu"#s fro& the

e#eral?"str$ of the 6"teror passe# the buc, tothe State >o!er"&e"t whch was alrea#$ the&ajor co"trbutor of subs#es but whch) a $earlater) rather tha" a#just"g the subs#es to therate of "flato") cut the& sg"fca"tl$. Thecrucal #ebate" the State 8sse&bl$ was as shortas t was u"wholeso&e: whe" a &e&ber of the8sse&bl$)as,e# whether the School ha# &a#e a"$sg"fca"tco"trbuto" to >er&a" socet$ a"# wastol# that he was probabl$ us"g a" electrcsha!er the School ha# #e!elope#) he reple# %6epect "#ustr$ to #e!elop e!er$#a$ pro#ucts) we

#o "ot "ee# a schoolfor that.% 8"other &e&ber ofthe 8sse&bl$) e"Fur "g wh$ the School ha#such a hgh proporto" of foreg" stu#e"ts)co"clu#e# that ther respect!e go!er"&e"tsshoul# pa$ for ther e#ucato") "ot the State>o!er"&e"t.

(lt&atel$ t was the proble& of a" "sttuto"

Hf, Ul/ Personal Vie0

whch ha# "e!er ftte# s&oothl$ "to establshe#categores) wth subjects so ll*#ef"e# a"# "o!elat the t&e as 6"#ustral ;esg" a"# Dsual'o&&u" cato". 8 school wth what &ust ha!eappeare# as !ague a"# speculat!e perspect!es)a"# wth proflesof professo"s whch s&pl$ ##"ot the" $et est a"#) &ost &porta"tl$) a""sttuto" preoccupe# wth co"t"u"g aca#e&cargu&e"ts whch) to theouts#er) coul# o"l$ sg"alo"e th"g: a state ofco"fuso" or) worse) a lac,of co&pete"ce. The freFue"t cha"ge of#rectorshp) a"# especall$ the"tro#ucto" of thetru&!rate &o#el) was to rrtatego!er"&e"t a"#"#ustr$ al,e*t ca&e across as chaotc&a"age&e"t.

< 'rss $ear B1=C. Stu#e"ts% ("o" #scuss"g four alter"at!eopto"s for the School%s sur!!al. Sesso" &o#erate# b$

stu#e"ts:?chael Ilar 1left2 a"# Or"el ?a 1rig%t2

u"#"g was the o!ert reaso" wh$ the Schoolwe"t "to f"a"cal a"# aca#e&c crss " 1=7.6" 1= the &ass!e &pact of outs#e pressuref"all$#estro$e# e!e" the sol#art$ betwee" theScholl ou"#ato") a"# the School%s staff a"#stu#e"ts) each group #sta"c"g tself fro& theothers. 8ll staff were g!e" "otce. 8" atte&pt to"tegrate what wasleft of the stu#e"t bo#$ "to a""sttute of Stuttgart("!erst$ fale#.

The #ates of the School%s all*too*short hstor$co"c#e wth ,e$ #ates " the hstor$ of thee#eralRepublc of >er&a"$. 155 brought to aclose a#eca#e of #e*"a0fcato") re*bul#"g a"#re*e#u cato". It was the $ear of est >er&a"$%sre ar&a&e"t*a#!erse co"#to"s for a school thatha#

223


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5 8eral !ew of the f> . oregrou"#: classroo&s o" the outere#ges) wor,shops " the ce"tral bloc, .9eh"# the Schoolbul#"gs) o" the rght) stu#o bu"galows for staff. 9ac,grou"#:!ew across the ;a"ube !alle$) to the South

set out to %foster co"struct!e poltcal beha!our%.1=) the $ear of the School%s closure was) ofcourse) the $ear " whch the worl#*w#e stu#e"t

rebello"cl&ae#) a"# the start of a" alter"at!eculture.

The 8ca#e&c ;e!elop&e"t of the School

Rather tha" atte&pt to g!e a hstor$ of theSchool%s aca#e&c #e!elop&e"t o!er the e"trepero# of tseste"ce) 6 woul# refer rea#ers to Otl8cher%s fasc"at"g accou"t B8ppe"# 3C. Thsclearl$ re flects the co"t"ual struggle for#ef"to") #recto") a"# progra&&e co"te"t "

the currculu&. Other accou"ts of the School%s#e!elop&e"t) b$ erbert "#"ger a"# 8bra&?oles) are to be fou"# "the rece"t publcato"se#te# b$ "#"ger a"# b$Ira&pe" a"# Ichele.BSee Rob" I"ross%s re!ewartcle " ths ssue for#etals.C

The School 'o&&u"t$

The frst th"g whch struc, e!er$ !stor a"#e!er$"ew Stu#e"t was the School%s locato". 8 er&a" l!"g*roo&. Theplace was ofte" referre# to as the %;esg"?o"aster$%) whcht was) in a wa$*seclu#e# a"#

ascetc. ?a 9ll%s archtecture pro!#e# thefra&ewor, for a culture whch $ou) the stu#e"t)were suppose# to ass&late to*strppe# bare ofe!er$th"g whch was "ot esse" tal) t allowe# $outo co"ce"trate .

The opt&al use of space a"# lght) the abse"ceof

a"$ colour other tha" that of "atural&aterals)the ho"est$ wth whch ser!ce"stallato"s wereepose# to full !ew) the

ecelle"ce of the crafts&a"shp) these were allaspects of $our e!er$#a$ habtat that subl&"all$

fltere# "to $our s$ste&. Thee"!ro"&e"t

bega" to #eter&"e $our beha!our. 6" a"$ case)$ou were "habt"g a wor,"g &a"festato" of

fu"cto"als&. Ow"g to 6"ge 8cherScholl%su"bele!able sta&"a the eorbta"t su& of 1

&llo" O? was rase# Bwhch &ust be roughl$ 3&llo" pou"#s b$ to#a$%s sta"#ar#sC but ths

wasbarel$ e"ough to erect the outer shell of thebul#"gs.Staff a"# stu#e"ts " the earl$ $ears

spe"t a great#eal of t&e co"trbut"g both to theco"structo"wor, a"# the &a"ufactur"g

offur"ture. If"ecesst$ s the &other of "!e"to")

the (l& po"eers accepte#ths challe"ge. Tablesa"# chars were "ee#e#* lots

= Dew fro& a wor,shop "to a" ""er court. or,shops were ltb$ "atural lght fro& two #recto"s

Heiner Jaco+


7/16

7 +assagewa$ betwee" the e#ucato"al a"# socal facltes:a stu#$ of the "terface betwee" &a"*&a#e a"# "aturale"!ro"&e"ts

of the&. The lecturers% frst choce was the9er&a"" fol#"g char2but the School coul# "otaffor# t. So ?a 9ll a"# a"s >ugelot #esg"e#a thrft$ lttle #e!ce whch was to beco&e D&%sbest*,"ow" cult

object) u"#er the "a&e of %The 9ll Stool%1L 6t was&a"ufacture# " the School%s wor,shop at !er$lttle cost. 6t was a !er$ stur#$ woo#e"co"structo" pro!#"g two #ffere"t seat"gheghts as a stool) a"# coul# also be use# etheras a tra$ for carr$"g objects or as a lecter".>ugelot also #esg"e# a#or&tor$ be# fra&e wtha spr"g$ pl$woo# base for foa& rubber&attresses* a"other pece of "!e"t!e tech"olog$geare# for "*house pro#ucto" . The#""g hall%scutler$ a"# croc,er$ were) of course) also theSchool%s ow" #esg"s as were the lght"gftures) the #oor ha"#les a"# so forth.L

8s o"l$ o"e of the three projecte# #or&toreswas co&plete#) o"l$ about o"e*thr# of allstu#e"ts l!e# o" ca&pus. The aca#e&c staffe"jo$e# free acco&&o#ato" " the stu#obu"galows. Dst"g lecturers a"# f"al $earstu#e"ts l!e# " spacousstu#o flats. Others) l,e&$self) who l!e# " "earb$ co&&u"tes) spe"t&ost of ther t&e o" ca&pus a"$how. or,"g

hours were fro& u"tl =) but usuall$ we sta$e#late to &a,e use of the facltes) a"# to ha!ee"#less #scusso"s wth fellow stu#e"ts. Staff a"#stu#e"ts too, ther &eals jo"tl$ " the #""ghall. Ths for&e# the !er$ hub of the bul#"gco&ple*t was the o"e po"t where e!er$o"eco"gregate#* a"# the lu"ch brea, was#elberatel$ sche#ule# to be lo"g e"ough toallow the people

HJG Ulm:A Personal View

O"e of se!eral splt*le!elstu#o flats reser!e#for#plo&a $ear stu#e"tsa"#!st"g lecturers

225


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Stu#e"ts " the #""g hall. ur"ture a"# croc,er$ #esg"e#"*house. The 9ll stool here also " use as a tra$ (right)

fro& #ffere"t #epart&e"ts) stu#e"ts a"# staff al,e)to co&&u"cate . The #""g hall a"# the a#jo""g

cafetera were the two places where &ost of thephlosophcal argu&e"ts were carre# o" a"# &a"$a goo# project org"ate# there. There were "osocal barrers betwee" stu#e"ts a"# lecturers)whch ca&e as a co&plete culture shoc, to &e) justha!"g bee"#scharge# fro& "ato"al ser!ce.

Itwas a close*,"t co&&u"t$) !er$ self*co"ta"e#. e spe"t &ost of our t&e together "the School. 6 ca""ot re&e&ber e!er go"g o" a"$pub crawls wth &$ &ates " #ow"tow" (l&.6"#ee#) we rarel$ we"t to tow". e ##"%t & a

lot wth the tow"speople a"# we ##"%t feel weftte# ". (l& s a !er$ #ow" to*earth place) wth a&e#e!al street patter" a"# a co"ser!at!epopulato" M we preferre# to sta$ o" the Iuhbergwth our hea#s " the clou#s " our esoterc) well*orga"0e# e"!ro"&e"t.

;espte a steep tuto" fee Botherwse e#ucato" ">er&a"$ s freeC stu#e"ts ca&e fro& all wal,s oflfe.6" or#er to Fualf$ $ou "ee#e# to be a gra#uateof a#esg"*relate# course elsewhereM ths &a#e the(l& School " fact est >er&a"$%s frst >ra#uateSchool. 8lter"at!el$) $ou ha# to ha!e co&plete#

!ocato"al tra""g " a rele!a"t fel#. 8selgblt$ for other >er&a" colleges "!arabl$#epe"#s o" "flebleaca#e&c Fualfcato"s) (l&was u"Fue " offer"gpeople lac,"g these a realcha"ce. ?ost stu#e"ts actuall$ ha# ha# so&e wor,epere"ce before e"rol l"g) a"# the a!eragestu#e"t age was 2 7. Of the 6 so stu#e"ts o"l$few B 6 s per ce"tC were wo&e".The proporto" ofstu#e"ts fro& abroa# !are# fro& arou"# 3E perce"t " the earl$ $ears to arou"# soper ce"t " thelater $ears. ?$ ow" co"te&porares

226

6O Iohe Sugura BJapa"C) a !st"g lecturer) " the #""g hall

ca&e fro& >er&a"$) +eru) Swt0erla"#) Japa") a"#Det"a&. ?$ tutors were >er&a") 8ustra") Swss)8&erca") re"ch) 8rge"t"a") a"# Japa"ese . Thesche#ule was tght: 3= hours per wee, of reFure#atte"#a"ce. 9ut we usuall$ put " a lot &ore)a"$wa$.

6 u"#ersta"# that the stu#e"ts " the earl$ phaseof the school we"t through so&e sort of u"offcal"tato" whch &a"feste# tself " e!er$o"e cropp"g so&eo"e else%s har. So&e people epresse#ther cha"ge of #e"tt$ b$ cha"g"g ther frst"a&es: Otto beca&e Otl) >u#o calle# h&self >ua"# 8#olf was shorte"e# to ;olf. !er$o"e a#apte#the ra#cal lower*case*o"l$ st$le of wrt"g) whch

the 9auhaus ha# propagate# pre!ousl$ . 8ll thestu#e"ts wore clothes of a s&ple) straght cut)preferabl$ " blac, or gre$*colour was thoughtfr!olous. If $ou ha# bee" a pa"ter pre!ousl$) $oustoppe# pa"t"g* t was co"s#ere# u"beco&"g fora fu"cto"alst. ?usc was acceptable o"l$ f tha# the &athe&atcal clart$ of J. S. 9ach or thes$"copate# luc#t$ of the ?o#er" Ja00 Guartet. 8llths cha"ge# " the later $ears) whe" stu#e"ts#spla$e# &ore catholc tastes. e starte# lste""gto 9ob ;$la") the 9each 9o$s) the I",sM we lo!e#co&c strps a"# spe"t hours o" p"ball &ach"es."all$) the poltcal cou"ter*curre"ts of 1=reache# the School.

The f> : a" !aluato"

Ul as a odel for design education

'hefl$ through the che&str$ of ts full*t&e

lecturers the School ha# a" "*bult ablt$co"sta"tl$ to re#ef"e tself a"# ts goals. Ths&echa"s& was

Heiner Jacob


9/16

"sttuto"al0e# " the for& of the so*calle# #u

cato"al 'o"fere"ce Btutors) tech"ca"s) stu#e"t

represe"tat!esC who crtcall$ re!ewe# a"# re

shape# the currculu& e!er$ $ear. O" the "egat!e

s#e) the e"su"g "te"s!e aca#e&c argu&e"ts were

ofte" carre# o" " publc) where the$ were pc,e#

up b$ the &e#a) caus"g cu&ulat!e #a&age to the

School.

The staff/stu#e"t rato was opt&al. Stu#o a"#wor,shop classes "e!er ecee#e# fftee" a"#

se&"arswere hel# for a &a&u& au#e"ce of

fft$. 6" thestu#o) staff were a!alable al&ost full*

t&e. The fullt&e staff pro!#e# the co"t"ut$

whlst the !st"glecturers a##e# !aret$ a"#

cou"terpo"t. There wereappro&atel$ four

!st"g lecturers to each fullt&e &e&ber of staff.

ow #eal co"#to"s for stu#$reall$ were #aw"e#

o" &e &a"$ $ears later) whe" 6 tol# a fre"# that 6

co"s#ere# that o"l$ about three Fuarters of &$

course ha# bee" useful. She laughe#) sa$"g &oretha" three*Fuarters of hers ha# bee"a" utter

waste of t&e. She ha# spe"t parts of hercourse "

lecture theatres seat"g EE plus stu#e"ts. hereas

6 ha# bee" pr!lege# to ha!e a tutor total, to for

a whole wee,) she ha# "ot ha# a perso"alwor#

fro& &ost of her tutors for a whole ter&. Infact)

her course was so u"perso"al) "o"*atte"#a"ce was

&ore pro#uct!e tha" stt"g through te#ous

&o"ster*se&"ars. ?ost &porta"tl$) through our

close wor,"g relato"shp wth tutors at the School

we acFure# a &etho#olog$) a structure# approachto wor,* so&eth"g whch was totall$ "o"*este"t

" &a"$ other colleges. 9ut the currcular structure

of the School ha# a" "flue"ce o" &a"$ #esg"

schools " >er&a"$ a"# elsewhere.

Ul as instruental in creating 3rofessional 3rofiles

6" the earl$ 15Es #esg" a"# the #esg"er%s role

were !ague a"# speculat!e co"cepts. So the (l&

stu#e"ts too, Fute a rs, whe" the$ prepare#

the&sel!es for a professo" whch) at that t&e)

Fute s&pl$ ## "ot est) a"# for whch >er&a""#ustr$ha# "o place. 9$ the earl$ =os a ha"#ful

of (l& gra#uates ha# starte# wor,"g " a"# for

"#ustr$) assert"g the&sel!es a"# creat"g &ore

#e&a"#. 8rou"# 17E) the e&erge"ce of #egree

courses " #esg" at !arous >er&a" colleges s a"

"#cato" of the fact that) f"all$) a professo"al

profle ha# begu" to e!ol!e. Ths) " "o s&all part)

was o"e of

the (l& School%s &ajor ache!e&e"ts.

Hf, Ul / Personal Vie0

Ul as a 3ioneer

6" &a"$ respects) the (l& School of ;esg" was

ahea# of ts t&e. or "sta"ce: the #esg""g of

s$ste&s le# to progra&&e# #esg" whch) " tur")

la# the fou"#ato"s of co&puter*a#e# #esg". 9ut

ths happe"e# lo"g before the (l& stu#e"ts ha#

access to co&puters whch) at that t&e were stato"

ar$) bul,$) a"# &practcal to operate) let alo"e

purchase. Ho o"e coul# the" ha!e foresee" the

a#!e"t of the +') "or &ag"e# that &a"$ stu#e"ts

woul# be able to affor# the&.

8"other area whch (l& po"eere# was the use

of sa"#wch &aterals B.e. the use of s$"thetcs

" co""ecto" wth tra#to"al &ateralsC. 8"# $et

a"other area " whch #esg"s were &a#e before

"#ustr$ was rea#$ for the&) was that of "#ustral

0e# B.e. pre*fabrcate#C bul#"g.

6" !sual co&&u"cato" the co"cept of corporate

#e"tt$ was po"eere# as a serous subject for stu#$.

8cher%s co&&sso" for the corporate #e"tt$ of

est >er&a"$%s "ato"al arl"e) uftha"sa) pro

!#e# a" "flue"tal ea&ple for others to follow.

Ul4s i3act on education

The (l& School po"eere# the #ea of fu"cto"als&

" post*war >er&a"$) a"# " ths) to so&e ete"t)

t succee#e#. 9ut what &atters &ost) hstorcall$

spea,"g) s "ot so &uch the pro#ucts those assoc

ate# wth the School helpe# create a"# the l&te#

&pact these ha# " the &ar,etplace but rather the

fact that (l& #esg"ers to#a$ hol# ,e$ posto"s "

"#ustr$ a"# act as role &o#els " e#ucato".

$%e liitations of Ul4s conce3t of functionalis

The (l& co"cept of fu"cto"als& org"ate# " the

late er&a"$ whch ha# to be rebult both ph$scall$

a"# phlosophcall$. ;o"g &ore wth less was the

,e$"ote of the e"tre era. 9$ the t&e the School got

u"#er wa$) the eco"o&c. stuato" ha# alrea#$

begu" to cha"ge. The *15os brought a" age of

prospert$. 6"#ustr$ boo&e#) a"# all of a su##e" the&ar,et was o!er*supple# a"# co&pett!e. th

the so*calle# era of the %co"o&c ?racle% ca&e

co"spcuous co"su&pto". The ol#er ge"erato")

after $ears of #epr!ato") wa"te# to e"jo$ the fruts

of ther wor, at lastM what the$ wa"te# was co&fort)

pleasure) a"# a lttle luur$ o" the s#e. Yet) " the

face of ths) (l&%s phlosoph$ of fu"cto"als&

227

re&a"e# u"cha"ge#) fal"g to reflect these cha"ges

a"# asprato"s " socet$. %(l&ers% ,ept pro&ot"g

austere objects a"#) " ther self*co"ta"e# u"!erse)

there appeare# to be "o place for differentiated "#!#


10/16

ual or socal "ee#s. Ths "fleblt$ s &$ frst

po"tof crtcs&.

The seco"# s the #eterorato" of the co"cept of

fu"cto"als& to the s"gular crtero" of %ft"ess for

&ass pro#ucto"%. 'erta" factors such as tool"g

reFure&e"ts) &a"ufactur"g tech"ologes) or the

!ablt$ of certa" processes ga"e# prort$ o!er

other crtera such as e"#*use a"# e"#*user

!arables.6" the later $ears of the School%s este"cea" object was co"s#ere# well #esg"e# f t was

eco"o&cal to pro#uce. BThs retrogresso" was

perhaps &ost e!#e"t " o"e half of the

6"#ustral0e# 9ul#"g ;epart&e"t) whlst the

other half of the sa&e #epart&e"t pursue# a rathera"t*captalst !ew of urba"pla"""g.C

Ul4s ot%er +lind s3ots

he" (l& s co&pare# wth the 9auhaus t s

&porta"t to real0e that the (l& School coul# "ot

s&pl$ co"t"ue where the 9auhaus ha# left off. So&a"$ co"#to"s " the soco*cultural co"tet ha#

cha"ge#. (l& ac,"owle#ge# so&e of these but

chose to g"ore others. O"e of the th"gs that ha#

fu"#a&e"tall$ cha"ge# "#ustr$ was the w#esprea#

use of plastcs tech"olog$ " &ass pro#ucto". (l&

"corporate# ths tech"olog$ to so&e #egree but

"ether was the wor,shop eFup&e"t a#eFuate "or

## the aca#e&c staff real0e the full &plcato"s of

ths "ew tech"olog$. If the$ ha#) che&cal e"g"eer

"g woul# ha!e ha# to be "corporate# " the

currculu&.8"other factor that ha# &aterall$ altere# socet$

was tele!so". (l& ## "ot reall$ g!e tele!so"a"$ serous thoughtM staff chose to g"ore t whlst atthesa&e t&e the$ se"t stu#e"ts to se&"ars o"the soco*cultural #$"a&cs of twe"teth*ce"tur$socet$.9ut that atttu#e was just part of a largerpcture:(l& #eologsts also tur"e# a bl"# e$e tothe area of +opular 'ulture. Ths was s&pl$a"athe&a to (l& a"#) " ths regar#) ther"terpretato" of fu"cto"als& as the culture of a

co&&o" #e"o& "ator whch #eall$ suppresse#all #os$"craces)perso"al or socal) re!eale# tselfto be re#ucto"st a"# purta". It shoul# be foo#for thought that the(l& School fol#e# at precsel$the &o&e"t whe" the

228

oo#stoc, ge"erato" le# to a lberal0ato" of lfe

st$les. The %(l&ers% stubbor"l$ g"ore# all ths.

("wll"g"ess to ete"# ther #ea of fu"cto"als&

to e&brace broa#er ssues ha# le# to stag"ato".

%?a"age&e"t% was a"other subject co"spcuousl$

abse"t fro& the (l& currculu&M together wth

other areas of bus"ess a"# co&&erc)such as

%?ar,et"g%) t was #s&sse# b$ staff a"# stu#e"ts

al,e as%tech"Fues of &a"pulato"%.

$%e integration of t%eory and 3ractice

The 5E/ 5E bala"ce of theor$ a"# practce loo,s

&press!e o" paper) but there was a s"ag to t*

a"# $ou wo"%t f"# a"$ of ths " the boo,s.

Sche#ul"g proble&s #ctate# that stu#o*base#

#esg" act!tes ta,e place " wee, o"e a"#

se&"ars) lectures a"# wor,shop eper&e"ts "

wee, two a"# so forth. 6"other wor#s) f t was

%Theor$% last wee,) $ou ha# %+ractce% ths wee,.

8l&ost e!er$o"e who was subjecte# to thspatter" o!er a pero# of t&e ca&eto accept thatthe two were separate. Ths was) of course) the

opposte of what the School ha# set out to

ache!e: a" "tegrato" of theor$ a"# practce.

Ths epla"s wh$ " &a"$ of the School%s

projects there s such a" ob!ous #screpa"c$

betwee" elaborate brefs a"# &press!e research

a"# #ocu&e"t ato" o" the o"e ha"#) a"#

u"#erwhel&"g #esg"soluto"s o" the other.

6 ha!e #raw" &$ ow" co"cluso"s fro& ths:

#eall$) #esg" e#ucato" "ee#s to put theorsts a"#

practto"ers together) " a tea&*teach"g stuato".

8"# whe" 6 teach) " &$ assg"&e"ts) theor$ co&es

" "ot at the start of a project) but *wa$) whe"

stu#e"ts ca" accept the !al#t$ of a" "tellectual

structure) whe" t ca" be put to use a"# pro!e tself

to be useful.

$%e lac5 of 3ro3er 3u+lic relations

The School pro#uce# a" &press!e bo#$ ofwrt"g) &uch of t appear"g " the house&aga0"e) ul6 a"# repr"te# elsewhere.8lter"at!e !ews werepublshe# " outut6 thestu#e"t ("o" &aga0"e.Ths) to the hstora") s!aluable &ateral a"# t &ust appear that theSchool%s act!tes were wellpublc0e#. Ths s"%tFute correct. The proble& wasthat the School wasa##ress"g a solel$ aca#e&c co&&u"t$.6"flue"tal as ul &aga0"e &a$ ha!ebee" a&o"g#esg"ers) t ## "ot cause a"$ rpples " thebus"ess co&&u"t$. There was !rtuall$ "o

Heiner Jaco+


11/16

11 9ref"g for a co&petto" project Bco"tr!e# publct$shotC

+R " the eco"o&c press. +ublc Relato"s at (l&s&pl$ were"%t publc. >u 9o"sepe) the e#tor of

ul6 was a full*t&e tutor a"# was thus u"able to#e!ote &ore tha" a fracto" of hs t&e to publct$.Yet for a" "sttuto" whch so #esperatel$ "ee#e#to pro!e tself " or#er to secure fu"#"g) publcrelato"s shoul# ha!e bee" the respo"sblt$ of afull*t&e +R offcer or &ar,et"g epert wthco"tacts" "#ustr$ a"# the press.

7elations%is 0it% industry

The School ha# few !aluable co"tacts wth "#ustr$.S&all co&pa"es) such as 9rau") were co"ge"al

part"ers but ## "ot create e"ough !olu&e of wor,to help the School &aterall$. arge o"es) such asuftha"sa or 98S) co&&sso"e# projects of arather l&te# #urato". The su& total of all ths## "otpro!#e a suffce"t bass for &e#u&*ter&fu"#"g.h$ were there so few "#ustral co"tacts- 6" retrospect t woul# appear that the Schoolha# a so&ewhat sch0ophre"c atttu#e towar#s"#ustr$. O" o"e ha"# the (l& #esg"phlosoph$ ce"tre# arou"# the !er$ co"cept of"#ustral &ass pro #ucto". On the other ha"#&a"$ stu#e"ts a"# staff!ewe# "#ustr$ "ot as a"

all$) but rather as a threat: there see&e# to berreco"clable #ffere"ces betwee" the School%saca#e&c object!es of %ecel le"ce% a"#%co&&t&e"t to socal "ee#s% a"# "#us tr$%s&ot!ato" to &a&0e profts or to get a goo#retur" o" "!est&e"t.

6" ths u"eas$ relato"shp a certa" secto" of the

stu#e"t bo#$ oppose# the wor, of the School%s

HJ, Ul / Personal Vie0

#e!elop&e"t groups a"# refuse# to wor, wth"the&. 9ut "#ustral co"tacts were !tal to theSchool) "ot o"l$ " ter&s of re!e"ue but also topro!#e opportu"tes to #e!elop a"# !erf$ "ewco"cepts u"#er &ar,et co"#to"s. or ths purposethe School ought to ha!e recrute# a full*t&e "#ustral laso" offcer " or#er to &ar,et the School%spro#ucts a"# epertse) preferabl$ a perso" wth a

bac,grou"# " "#ustral &a"age&e"t.

The Jegac$

How) 2E $ears after the School%s #e&se) the hersha!e starte# car!"g up the "herta"ce. 6t appearsthat at least three facto"s sur!!e who har#l$ tal,to each other. O"e s a s&all group arou"# the"#ustral #esg"er Hc, Roercht) stll base# "(l&.The$ put together a #ocu&e"tar$ ehbto")the%(l& S$"opss% whch relates the School to thehstorcal a"# cultural co"tet.5 8"other facto" sa" ol#*bo$*"etwor, t$pe of club) the %club off ul&%whose basc co"cer" s to ,eep trac, of e!er$o"eBther #rector$ of a##resses s certa"l$ a" a# toresearchC a"# to bul# a collecto" of artefacts. Thethr# part$ s the 9auhaus 8rch! " 9erl" whch)so&e t&e ago bega" solct"g objects for tscollec to" fro& people for&erl$ assocate# wththe f>)o" the grou"#s that) as the f> was thesuccessor of the 9auhaus) the 8rch!e s e"ttle#to preser!ethe f>%s estate as well.

owe!er) a &ajort$ of #ocu&e"ts) objects) a"#

&o#els has &ea"whle bee" #o"ate#) b$ the %cluboff ul&%) to the ?useu& of the 't$ of (l&) whchwll acco&&o#ate ths specal collecto" for thet&ebe"g. 8 proposal to use the org"al f>facltes as a &useu& s curre"tl$ u"#erco"s#erato".

hat happe"e# to the bul#"gs- 8fter te&porar$use as a" offcer tra""g ca&p for the 9u"#eswehr)a"# as a" ete"so" of the local School of "g"eer"g) after $ears of !aca"c$ a"# #lap#ato") 9ll%sf"e bul#"gs ha!e) at last) fou"# sutable te"a"tsaga". The$ house the (l& ("!erst$%s ?e#calacult$ a"# !stors are happ$ to report that theplace) aga") has beco&e a ha!e" of aca#e&ccreat!t$ a"# co&&tte# research. The bul#"gs)o"ce close.to #s"tegrato" #ue to "eglect a"# lac,of &a"te"a"ce) are "ow be"g restore#) after be"g#eclare#) bele!e t or "ot) a "ato"al &o"u&e"t.

ow the" s (l& see" through $ou"g #esg"ers

229

e$es " >er&a"$ to#a$ - ?$ $ou"g #esg"er col

leagues at Se#le$ +lace ;esg") wth a" a!erage ageof 25) we"t to the great (l& retrospect!e at the

9auhaus 8rch!e last $ear. The$ retur"e# slghtl$

#ejecte# wth the Fuesto"s : %h$ s (l& fa&ous -h$ s t suppose# to be goo# - The$ were po"eers)


12/16

of what -% The$ loo,e# at #spla$s wth gr#

s$ste&s) lattce #efor&ato"s) percepto" stu#es)&o#ular co"structo"s) colourless objects) a"#pe#a"tc graphcs* a"# the$ ##"%t l,e t. The$thought twas bor"g) rg#) te#ous. The$ calle# t

o!er bear"g) self*co"scous a"#) &erclessl$)bloo#less) fu"less) "#ee#) lfeless. hat the$ saw

was) " fact) the a"tthess of e!er$th"g t%ey call

%#esg"% a"# of

that whch &a#e the& choose ths!er$ professo". B9$ the wa$) the$ are ecelle"t

#esg"ers) a"# ect"g to wor, wth.C 8&o"g$ou"g >er&a" #e sg"ers t s better "ot to

&e"to" $ou co&e fro&(l&. The$ &a,e $ou feel

$ou%re a #"osaur. 6 eaggerate) but o"l$ a lttle.

Ths s sg"fca"t as) o!er the $ears) (l&%s

re#ucto"st st$le a"# ts purta" objects*the

artefacts*ha!e bee" replace#b$ so&eth"g else)

whlst those Fualtes h##e" to the e$e*the

&etho#olog$ beh"# the objects) theprocesses that

le# there*ha!e bee" passe# o" to others a"#brought to &ore sophstcate# le!els)elsewhere) but

o" (l&%s fou"#ato"s.

"onclusion

8re there lesso"s for the prese"t " the ea&ple of

the (l& School - he" 6 loo, at #esg" schools "

9rta" a"# >er&a"$ to#a$) 6 ca""ot #e"$ that

#esg" e#ucato" s wasteful. The (l& School s a

case " po"t. 6" ts currculu&) the School wa"te#

both the best of e!er$th"g a"# to be self*suffce"t" e!er$ area. Ths s&pl$ s "ot eco"o&cal. 6

bele!ethat) " the lo"g ru") #esg" schools ca""ot

affor# full*t&e staff"g " perpheral subjects)

"ether ca" the$ all ow" the latest state*of*the*art

tech"olog$.hat t all bols #ow" to s the "ee# for

colleges topool resources) tech"cal resources aswell as staff)o" a rego"al bass. If football tea&s

ca" pla$ awa$ ga&es) so ca" #esg" stu#e"ts a"#

teachers. The (l& School s%ould ha!e jo"e#

forces wth other schools but) " retrospect) t was

too self*co"ta"e#a"# "war#*loo,"g to #o so.

6HR J8'O9

Sedley Place Design* Hoc%sc%ule der 8iinste6 9erlin

23E

Hotes

Ths s a slghtl$ e#te# tra"scrpt of a tal, g!e" at thes$&posu& %+ro#uct ;esg" " +ost*ar >er&a"$: TheNierentisc%6 the (l& School a"# the 8!a"t*gar#e reacto"%)orga"0e# b$ the 8rt a"# +oltcs " >er&a"$ Stu#$ >roup) atthe >oethe 6"sttute) o"#o")" ?arch 1.

1 See 8ppe"# 1 for a lst of Rectors of the school fro& tsfou"#ato" to ts closure.

2 or a" llustrato" of go" er&a""%s S1 fol#"g char)#esg"e# " 152) see :o+el die ,esc%ic%te ac%en:oderne8lassi5er6Derlag >ru"er & Jahr) a&burg) p. .

3 See g. . or a"other llustrato" see #e Jo"g) . Be#.C)

Stoelen*;%airs*;%aises*Stu%len*Sedi6 ;elft T) ".#.) p. E2*E.The %9ll Stool% was &a#e of three jo"te# boar#s) re"force#b$ aro#.

< 9es#es the %9ll Stool%) objects " use " the School #esg"e#b$

stu#e"ts a"# staff "clu#e# the follow"g : lght"gftures Balter NescheggCM #oor ha"#les B?a 9llM "l.st?oec,CM #or&tor$ be# Ba"s >ugelotCM ,tche" s",sB?a 9ll a"#alter NescheggCM carousel projectors Ba"s%Hc,% Roercht C.

5 See Rob" I"ross%s re!ew artcle " ths ssue forpublcato"#etals.

Refere"ces

I. ra&pto") %8propos (l&: 'urrculu& a"# 'rtcal Theor$%)

Oositions6 3) 17


13/16

Rttel) Dor#e&berge*>l#ewart

1=2 Ohl) ?al#o"a#o

Rttel) Dor#e&berge*>l#ewart

1=3 8cher

1=< ?al#o"a#o

1=5 ?al#o"a#o

1== Ohl

1=7 Ohl

1= Ohl

8++H;6P 2

Sources of u"#"g of the f>) 157*=7

8ca#e&c Year ?"str$ of'ulture

?"str$ of /co"o&$

9a#e"*.3e#eral ?"str$

of 6"teror't$ of

Ulm

Ow"re!e"ue

Totalbu#get

157/5 1E)EEE 75)EEE 75)EEE 312)EEE =er&a"$.

HJ, Ul / Personal Vie0

rt0 "ter a"# Hoo"e*Scht) o" behalf of

other 9auhaus gra#uates propose to resurrect the

9auhaus " co"ju"cto" wth the +eople%s ("!erst$.The progra&&e "clu#es subjects such as soc

olog$) ps$cholog$) a"#) "ew at the t&e) wrt"g o"

a par wth graphc #esg") pro#uct #esg" a"#

archtecture.

The progra&&e s prese"te# b$ 6"ge Scholl to the

8&erca" gh 'o&&sso"er) Joh" ?c'lo$) who

pro&ses to rase 8&erca" fu"#s pro!#e# &atch"g

fu"#s ca" be secure# " >er&a"$.

The e#ucato"al co"cept pla"s to co&b"e #esg"

"g wth teach"g a"#) &ore &porta"tl$) to ete"#

ths "to research a"# #e!elop&e"t B.e. a co"t"ut$fro& "tal proposals to protot$pesC. Ths &ar,s

a "ew stage " the o"go"g #scusso" o" refor& of

the e#ucato"al s$ste& " >er&a"$) especall$ wth

regar# to the u"resol!e# relato"shp betwee" u"!

erstes) art schools) a"# tech"cal colleges.

Neschegg #e!elops a progra&&e for a Research

6"sttute of +ro#uct or&) ?a 9ll #esg"s the

School%s facltes.

231


14/16

12 f> bul#"gs. ;esg"e# b$ ?a 9ll Bbult 153*5C. Reare"tra"ce) classroo& a"# wor,shop bloc,s) fro& est

P%ase 2 Planning and ugelot a"# Neschegg #e!elop aprogra&&e for the "corporato" of e"g"eer"gsce"ces. ?al#o"a%#o co"trbutes a currcular fra&ewor, to "clu#e "for&ato" theor$ a"#&etho#olog$as well as a co"cept for a ou"#ato"'ourse.

The e#ucato"al &o#el of (l& s ta,"g shape)

base# o" the tech"olog$ a"# sce"ce of ;esg")

wth the #esg"er "ot see" as be"g a superor) butrather as a tea& &e&ber " the #ecso"*&a,"g

process of"#ustral pro#ucto".

232

13 Stu#e"ts In a" 6"#ustralu# 9ul#"g se&"ar

Re&"a"ts of er,bu"# #eolog$* such as%8pt"ess of &ateral% a"# %Tool"g% *g!e wa$ to%+ro#ucto" tech"ologes%.

The currculu& co"ssts of so per ce"t practcal#esg" wor, a"# so per ce"t theoretcal #scpl"es.

+arallel to the stu#o wor, a"# the teach"g ofTheor$ so calle# %;e!elop&e"t >roups% are"sttute#. Ther purpose: whe"e!er possble) #esg"h$potheses shoul# be subjecte# to !erfcato"through the process of "#ustral &ass pro#ucto")thus e"sur"g afee#bac, of practcal epertse "toteach"g. Through ther re!e"ue the ;e!elop&e"t>roups areepecte# to co"trbute sg"fca"tl$ tothe School%sbu#get.

1s7: 9ll%s #eparture) 2 $ears after the School%sope""g. 9ll woul# "ot subscrbe to the You"gTur,s% "o!el #eas a"$ &ore. Ow"g torreco"clable #ffere"ces) he stor&e# off a"#refuses to tal, to the&e!er aga".

P%ase . $ec%nological Design

?al#o"a#o #e!elops hs ou"#ato" 'ourse base#

o" the co"!cto" that the #esg" process s a

seFue"ce of Fua"tfable) &a"ageable steps.

>ugelot ete"#s hs #eas of s$ste& #esg" a"#

#esg""g ,t s$ste&s. s #esg"s beg" to succee#

" "#ustr$.?a 9e"se cha"ges the course of the 6"for&ato";epart&e"t) beco&"g less practce*&"#e#)co"ce" trat"g o" a"al$ses " &athe&atcal"for&ato" theor$. Recrut"g lecturers for the6"for&ato" ;epart&e"t s gett"g to be aproble&M "!tato"s go out to !arous &e&bers of>ruppe


15/16


16/16

toolM the progra&&atc has replace# progra&&e#

#esg".

6" the place of ta"gble co"cepts a"# #esg" that

coul# be subjecte# to e!aluato") these

progra&&atc state&e"ts co"ta" a" "creas"g

a&ou"t of !acuousrhetorc.

P%ase =nstitute of >nvironental Planning

To secure regular fu"#s t s suggeste# that the

School be tur"e# o!er to the State. Its to &ergewth the Stuttgart ("!erst$ 8rchtecture

;epart&e"t)surre"#er"g ts auto"o&$. 6" or#er to

re*structure the School) the authortes or#er all

staff co"tracts to be ca"celle#.

8 progra&&e s #rafte# for a" 6"sttute

of"!ro" &e"tal +la"""g) wth "ew staff.

The aca#e&c output re&a"s &a"l$ !erbal) wth

lttle pla"""g or #esg""g be"g #o"e. It s a relapse

"to the &alase of hgher e#ucato" " >er&a"$)

whch s alwa$s co"te"t wth I"owle#ge) a"# reluc

ta"t to e!aluate or !erf$ ths ,"owle#ge through the#e!elop&e"t of &o#els* the ol# #le&&a betwee"

theor$ a"# practce) the &sco"cepto" of !ew"g

practce &erel$ as the source of theor$.

The 6"sttute fol#s after a short pero# #ue to lac,

of a creat!e approach.

23er&a"$ has cease#to be.

B+ublshe# " /rc%it%ese6 15) 175. Tra"slate# here

b$ e"er Jacob. $ranslator4s note 6 ha!e

tra"slate# ths al&ost !erbat&) wth a few cuts)

tr$"g to reta" 8cher%s shortha"# st$le.C

Heiner Jaco+

HfG Ulm a Personal View of an Experiment in Democracy and Design Education

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