Process not Product an architecture valid for our period

Process not Productan architecture valid for our period

Tracy ConnaughtonMSc Architecture 2014

Centre for Alternative Technology WalesUniversity of East London.

T. Connaughton 22/1/14IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

Background• Valid for our period• What is our current period.• Question 1: How we ought to live• Question 2: The debate on

sustainable education


Contemporary architecture worthy of the name sees its main task as the interpretation of a way of

life valid for our time

Valid for our periodSiegfried Giedion

SPACE TIME ARCHITECTURE 1963


What is our current period?Examine and establish the frameworks of architecture within

our current period• Context of the environmental debates• With a focus on human rights• Architectural practice and education is influenced

by accepted thought and current capitalist frameworks

• Current context of the right to dwell, right to city


We need to ask the question how we ought to live?

• Within the context of sustainability, diminishing resources and human rights, then the profession of architecture needs to re-evaluate its philosophical enquiries.


Should Architectural students be taught sustainable design? And if so how?

ARCHITECTS JOURNAL 2013

The two opposing opinions are• One side a deep green strategy informing all an architect does • The anti view believes teaching sustainable architecture means

students are indoctrinated rather than educated at the expense of intellectual enquiry


Are these frameworks hampering architecture becoming a process that can be environmentally, socially and ethically responsive?

What changes can we make to Architectural education in Ireland to address these concerns?

IAF schools program as a small study to inform MSc research and develop a broader PhD study into architectural education

MSc questions


Scope of MSc Study

• Hypothesis: Teaching a broader view of philosophy• Broaden green debate beyond technology• Include social concepts of justice rights and ethics • Look for examples from the wider context for example

Mary Robinson climate justice organisation.• Based on Hosseni Sadris definition of Human Rights in

Architecture• Professional significance


Hypothesis – A broader view of philosophy

• Architectural theory is part of the education process, but it favours aesthetics and phenomenology studies in favour of a broader philosophical education


Green technology – Green wash

The Debate is too narrow. Needs to broaden beyond vague debates on sustainability, materials and green technology, this should not be industry led.


Ethics and human rightssocial concepts of justices rights and ethics,

climate justice.

A broader definition of sustainable architecture to include the changing world of climate change, global economic collapse, water and energy supply, soil erosion, exploitation of natural resource's, exploitation of others for our gains, population growth, flooding, Better understanding will effect the future role of the architect.


DefinitionAn Architects responsibilities

HOSSEIN SADRI

Firstly, facilitating all humans (especially the disadvantaged and vulnerable groups) to the minimum standards of human rights – “have access to shelter, education and work and should have the possibility of participating in the economical, politic, cultural and social life of his/her society”


Secondly, to improve conditions for everyone, to strengthen the minimum standards of basic individual rights – “developing the conditions of housing, education, health, work, and economic, politic, social and cultural life of the society. This means producing spaces and buildings more affordable and adequate, people-centred, peaceful, safe and secure, healthy, green, and more respectful to human needs and abilities, to privacy, to different types of lifestyles and to different cultural values in the case that they do not violate human rights”


Professional significance

Most current research focuses on Professional ethics and obligations Spector (2001), Fisher (2008) and Wasserman (2000)Are these codes Protecting the professional organisation and not the person or human rights in general.


Outcomes

Changing mainstream architectural education which has remained unchanged for decades. This will address the hierarchy dominant aspect of the profession. And will facilitate change from building from a power position to one of social responsibility


conclude

The history of elitism can only be challenged within the institutions of Architecture. Reading Philosophy as part of the program can open up a new generation of Architects into the social responsibility of design and start the backlash against the concepts of Design that the elites of the architectural world hold.


References

• Siegfried Giedion, 1977. Space, Time and Architecture: The Growth of a New Tradition, 5th Revised and Enlarged Edition. Fifth Revised and Enlarged Edition Edition. Harvard University Press.

• The Archicects Journal July 30 2013, Five views on sustainability in Architecture, Retrevied Nov 17 2013 http://www.architectsjournal.co.uk/students/five-views-on-sustainability-in-architectural-education/8651398.article

• Sadri, H. (2009) “Justice, Human Rights and Architecture” (English) Architecture & JusticeInternational Conference, University of Lincoln, Lincoln, P:53, ISBN: 978-86050-228-6.

• Tom Spector, 2001. The Ethical Architect: The Dilemma of Contemporary Practice. 1 Edition. Princeton Architectural Press.

• Thomas Fisher, 2008. Architectural Design and Ethics. Edition. Routledge

• Barry Wasserman, 2000. Ethics and the Practice of Architecture. 1 Edition. John Wiley and Sons


http://www.architectsjournal.co.uk/students/five-views-on-sustainability-in-architectural-education/8651398.article




Process not Product an architecture valid for our period

Documents

iaf national architects

schools colloquium hypothesis

iaf schools program

architects journal

sustainable architecture

frameworks of architecture

productan architecture

profession of architecture