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Process not Product an architecture valid for our period

Process not Product an architecture valid for our period. Tracy Connaughton MSc Architecture 2014 Centre for Alternative Technology Wales University of East London. T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM . Background. Valid for our period

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Process not Product an architecture valid for our period

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  1. Process not Productan architecture valid for our period Tracy Connaughton MSc Architecture 2014 Centre for Alternative Technology Wales University of East London. T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

  2. Background • Valid for our period • What is our current period. • Question 1: How we ought to live • Question 2: The debate on sustainable education T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

  3. Valid for our periodSiegfried Giedionspace time Architecture 1963 Contemporary architecture worthy of the name sees its main task as the interpretation of a way of life valid for our time T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

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

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

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

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

  8. 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 HosseniSadris definition of Human Rights in Architecture • Professional significance T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

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

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

  11. Ethics and human rights social 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. T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

  12. Definition An 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” T. Connaughton 22/1/14 IAF NATIONAL ARCHITECTS IN SCHOOLS COLLOQUIUM

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

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

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

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

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

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