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LEARNING CITY, TEACHING CITY, CITY AS A SPACE OF EDUCATION

LEARNING CITY, TEACHING CITY, CITY AS A SPACE OF EDUCATION. Dr. Eng. Arch. Krzysztof Nawratek , RIGA DESERVES BETTER CIVIC INITIATIVE GROUP. www.rigaplans.net.

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LEARNING CITY, TEACHING CITY, CITY AS A SPACE OF EDUCATION

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  1. LEARNING CITY, TEACHING CITY, CITY AS A SPACE OF EDUCATION Dr. Eng. Arch. Krzysztof Nawratek , RIGA DESERVES BETTER CIVIC INITIATIVE GROUP. www.rigaplans.net 2nd International Conference onINTEGRATIVE APPROACHES TOWARDS SUSTAINABILITYBaltic Sea Region sharing knowledge internally, across Europe, and worldwide"SHARING" May 11 - 14, 2005

  2. The city is the original, the first, archetypical medium of interaction. The new media are simply an extension, a completion, of the city as the locus of interactive life. In the village, each person has a place; in the city each has instead an address, an address that permits options, random access, choiceRobert McClintock

  3. There are two main, secular institutions on which European culture and civilization is based.One is the University, the other is the City.There are several features which are characterizing both the city and the university.- concentration/density of people and human interrelationships- density of information, sharing of the information and experiences- mixture of official, hierarchical organization and unofficial, net-organized groups.

  4. Is it worthwhileto consider educational aspects of the city?

  5. City has both material/physical and a social body.“How does society produce forms and the forms reproduce society? What roles do history and social institutions play in generating the built environment? What is the relationship between space and power?”Lawrence, Denise L. and Setha M. Low.

  6. The process of producing the material city by the people and reproducing society structures by the material city is the most fascinating aspect in studying urban problems.This process – which is tightly connected to some kind of “memory of the city” we can consider as educational.

  7. There are three main educational aspects of the city. • city as a space of education • teaching city • learning city

  8. The city is the space of interaction. The “social capital” theory enables to explain the economic power of cities rather as a result of nonmarket interaction than vice versa.

  9. TEACHING CITY • urban environment “broadcasting” huge amount of information • traditional society had common ideological foundation - gothic cathedrals were called “stone catechisms”. • people who grew up in specific urban structure tend to repeat model of interpersonal relationships which they already knew.

  10. Source: Post-socialist Cities in a Globalizing World Dr. Sasha Tsenkova

  11. Majority (almost 60%) of Riga population live in post-soviet panel housing. This type of settlement reduces number of interpersonal, nonmarket relationships.In this meaning, panel-block housing is a very un-urban environment.

  12. Because of lack of defined semi-private and semi-public spaces this type of urban structure somehow “is teaching” residents how to live apart from each other. It is not creating an environment in which people can learn how to be part of a healthy society, how to cooperate with each other. There are just no places ergo no occasions for this type of interactions.

  13. The result is, that nowadays people prefer to repeat this “egoistic” style of living.

  14. They still admire high-rise buildings. SOURCE:ARHIS ARCHITECTURE OFFICE PROPOSAL FOR NEW RIGA CENTER. FOT.AUTHOR

  15. “Dense nonmarket relationships” can only appear in “dense urban environment“ • The conclusion is very simple – no urban environment causes no interpersonal relationships which cause decline of “social capital” of the city and decline of city itself.

  16. Vilnius has one of the bigest Old City complex in Europe. This is huge advantage. Source: Vilnius Strategic Plan

  17. CITY IS LEARNING Two types of memories. One is the memory of the society, the other is memory of the city itself. The second type is saved in urban structure and buildings.

  18. Buildings became important for people because of the history. Not necessary because of great historical events, very often just because passing time “covers” spaces and buildings by meanings and stories.

  19. Some buildings and some places are “meaning-friendly” but some are not.

  20. Urban structures should sustain interpersonal relationships and a level of information broadcast should be high enough. Source: OMA. REM KOOLHAAS. CONTENT

  21. The educational aspect of the city and understanding the city structure as a form of memory provokerethinking urban planning process.

  22. City as a space of education should be supported – it means that all educational and cultural institutions should be organized as a system, tightly connected to existing city structure – to city history, society and structure.

  23. City should “learn” what healthy society is. Only buildings and other spatial artifacts which are “meaning-friendly” should be supported. Spaces able to support nonmarket interactions should be developed.

  24. After that, we can hope that City will be teaching us and our children how to be better people and a better society.

  25. THANK YOU Dr. Eng. Arch. Krzysztof Nawratek , RIGA DESERVES BETTER CIVIC INITIATIVE GROUP. www.rigaplans.net

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