Taleen Josefsson’s Post

The Pedagogies of Re-Use captures the amazing digital gathering of students, academics, practitioners, and activists that happened at the International School of Re-Construction. Involving over 100 people, from countries as far apart as Brazil, Canada, Ireland, UK, Spain, Germany, Greece, UAE and China, the participants spent two weeks working in 11 teams to consider architectural propositions responding to the current climate and ecological emergency. This book documents the work of the 11 teams, considering the themes they pursued, the student projects proposed, and the final design ideas developed by each group. Supplemented with images of the work, the book also includes leading academics and professionals who supported the school and contribute their voices to these crucial issues of de-construction, re-use and adaptation. It is ideal reading for students and academics looking at the issues created by the climate emergency to which architecture must respond. https://amzn.to/4dgxTpZ

Hi, All! On 5 FEB 2024, we will launch the book "Teaching Design for Values", edited by Amy Thomas, María Novas and myself, on why we must discuss values in design education and research, with contributions by a host of amazing contributors from Delft University of Technology and abroad. The launch will take place at 20:00 at Pakhuis de Zwijger in Amsterdam. Several of the contributors and the leaders of the Delft Design for Values Institute, who supported the edition process and the launching event, will be present. The debate promises to be really interesting! You can follow the debate online or physically at Pakhuis (the event is free!) Here, I add an excerpt of the introduction chapter that illustrates well why we think we need to discuss values: "This is in stark opposition to ideas of neutrality in science, largely debunked, but stubbornly persistent in design and engineering education. The neutrality bias is the idea that academics and educators should be 'neutral,' somehow apolitical, and purely 'objective.' This so-called 'view from nowhere' or the 'God Trick' in the words of the philosopher Donna Haraway (1988), is impossible to achieve in reality, as everyone is located somewhere (historically, socially, physically, morally, politically, and so on), starting from gendered and racialised human bodies as the first territory of dispute (Haesbaert 2020). This 'view from nowhere' is in itself a bias, as it conceals support or endorsement of the status quo, perpetuating ingrained (and consequently unconscious and implicit) biases. One reason for the neutrality bias in education comes from the epistemological paradigm in the so-called 'hard' sciences. Historically, subjects like physics and mathematics were largely seen as 'neutral,' a concept that is now challenged. Paul Ernest in his book The Philosophy of Mathematics Education declares that 'if mathematics is considered ‘neutral,’ then it can bear no social responsibility', meaning that 'the underparticipation of sectors of the population, such as women; the sense of cultural alienation from mathematics felt by many groups of students; the relationship of mathematics to human affairs such as the transmission of social and political values; its role in the distribution of wealth and power; none of these issues are relevant to mathematics' (Ernest, 199, p. xii). But Ernest sees a big paradigm change in course—what he calls a 'Kuhnian Revolution', after American philosopher of science Thomas Kuhn—as an increasing number of mathematicians and philosophers are challenging the two-thousand-year-old notion of mathematics as 'a body of infallible and objective truth, far removed from the affairs and values of humanity', in favour of a characterisation that is 'fallible, changing, and like any other body of knowledge, the product of human inventiveness' (Ernest, 1991, p. xi). " Hope to see you there! Roberto, Maria and Amy!

Teaching Design for Values - Book Launch on 5 February Teaching Design for Values: A Companion is a resource for teachers of design-based disciplines who wish to foreground values more explicitly in their classes. With fourteen chapters written by both TU Delft educators and international contributors, the book aims to examine the concepts, methods and experiences of teaching design for values within a variety of fields. This includes urbanism, engineering, architecture, artificial intelligence and industrial design. Through its multi-disciplinarity, Teaching Design for Values, proposes an expanded definition of ‘design’ to encompass a broad range of disciplines and processes that deal generally with ‘future-imagining’ and ‘futurebuilding’, such as process management. In doing so it explores the ways that values may be expressed and analyzed in a variety of different pedagogical contexts. On Monday 5 February, the book will be launched at Pakhuis de Zwijger in Amsterdam. The book has been published by TU Delft Open and funded by the Delft Design for Values Institute. Register below! https://lnkd.in/eC_3rga3 Editors: Roberto Rocco, Amy Thomas, María Novas-Ferradas Ibo Poel, van de Marielle Feenstra Helma Dokkum Ivo Kostons Marina Bos-de Vos Edo Abraham Rachel Lee Michael Klenk Megha Khosla #teaching #education #tudelft #values #valuesoftechnology #design #designforvalues #teachingdesignforvalues #bookluanch #educationwithvalues

Our session proposal for the 2025 SAH conference has been posted: https://lnkd.in/g3EKRZAM Abstracts are due in early June. Feel free to reach out with any questions. Looking forward to a great session! Society of Architectural Historians Mohammad Alrajhi The Design School at ASU ASU Herberger Institute for Design and the Arts The call reads as follows: Architecture of Learning The studio, lecture hall, and seminar room as spaces of learning are ubiquitous in design schools and across higher education. Many of us pulled all-nighters in studio, took notes in lecture hall, and nervously presented in seminar rooms on our way to graduate degrees. Now, many of us continue those same traditions as we teach to a new generation of students in spaces very similar to the ones in which we sat. It may be argued, however, that some things have changed. Our students are all digitally native. A world-wide pandemic has opened up new possibilities on how we may use technology to expand the boundaries of the historical classroom. There is a recognition of a range of learning styles as well as an increased recognition of neurodiversity. Clearly, we do not all learn in the same way, yet our current studios and classrooms are surprisingly similar across all of our campuses. Very little research exists that examines the relationship between how students learn and the spaces in which they learn. This session invites proposals for papers that critically examine the role that architecture plays in learning. How do certain spaces support different types of learning? How are diverse teaching modalities accommodated in the brick and mortar of higher education and K-12 classrooms? How has technology impacted the physical space in which we now teach? We invite contributions that present built, unbuilt, or theoretical projects from any era or geographical site. We are especially interested in work Updated 04/02/2024 that challenges pre-conceived notions relative to studio and classroom spaces and offer exemplary models for future educational buildings. 

Empirical Journal 2022 to 2024. A publication of nearly 100 architectural research studies exploring environmental design, digitalisation, material science, and building physics. Over the last fifteen years, students of the BSc (Hons) in Architectural Technology programme at the School of Architecture Building and Environment TU Dublin have engaged in an intensive research assignment in their final year. The project provides an opportunity for detailed analysis of current and emerging issues that arise in the lifecycle of buildings. More than 350 of these studies have been carried out within that period, with topics ranging from energy efficiency, retrofitting, and building pathology, to materials science, procurement, and even novel building products. Students are free to choose their own research question, with over 80% selecting topics that are concerned with sustainability. The research is always specific, evidence-based, and useful for real world application. Even though produced by undergraduates, it is seen as a contribution to built environment research. Students have used a wide range of testing approaches including calibrated and guarded hot boxes to measure heat and moisture transfer through novel materials, and even coding to create automated design-checking systems. This has yielded an interesting balance of drawing, making, and synthesis through writing. This continuing committment to empirical research gives the publicaiton its name. This issue includes student work from 2022 to 2024 and, for the first time, excellent research by postgraduate students from the MSc in Building Performance (Energy Efficiency Design at TU Dublin), who are all experienced individuals engaged in deep continuing professional development studies, that take this committment to evidence-based design even further. This has created a bumper edition with nearly 100 studies. These are divided into topic sections with each containing a range of readable abstracts which frame the research as simple questions; everything from “Can eggshell waste be used in concrete to lower CO2 and increase strength?”, to “How can visual programming be used to automate building regulation compliance checking?”. A concise commentary is provided on each study and its findings, the specific testing methods used, and key references. We welcome professionals, companies, and organisations to contact us with areas and questions of interest. Equally, if you are working in industry and wish to be able to validate your design decisions and design performance, we can provide you with information on our upskilling modules and Level 9 programmes tailored for the busy individual. I would also like to sincerely thank C+W O'Brien Architects for their sponsorship of the publication this year. For a digital copy of the journal, message me…

Architect's Notes. Marina Korzhenko Feelings of freedom and democracy in relationships through school architecture. Workshops with children. How did it go? "In my opinion, one of the problems with educational institutions is the lack of interaction between the school administration and the children who study there. Our task is to create a space for feeling freedom and democracy in relationships. To achieve this, we conducted a brainstorming session with the primary participants being the children themselves. It was a treasure trove of ideas on how everything should be organized. We grouped the children by key areas within the school and asked them what they would like to see there. Important spaces for the students, of course, turned out to be communal areas where they can come together, communicate, and express themselves: non-traditional classrooms for learning, media zones, educational spaces that engage and offer opportunities to try out different aspects of future adult life. These are safe places in case of emergencies, where one can spend useful time and relax. Learning through play and broadening horizons thanks to the school's planning decisions. It was pleasantly surprising for me how much the children thought about the ecological component, waste recycling, and zero energy consumption. Children want to be involved in what matters. By gathering all wishes and advice from these 'experts,' we created a school where everyone can feel comfortable and safe."

When Chris Fogarty's daughter expressed interest in becoming an architect, it sparked a journey into the intricacies of the US and UK educational systems. As a seasoned architect with over two decades of experience in the US, Chris thought he had a grasp on guiding his daughter's path. However, delving deeper, he realised the significant contrasts between the US and UK educational routes. In the US, the road to becoming an architect diverges into two main paths: the traditional five-year Bachelor of Architecture (B.Arch) program and the Master of Architecture (M.Arch) postgraduate route. Unlike the UK's structured Parts 1, 2, and 3 process, US students usually embark on a broader academic journey before specialising. This flexibility, while advantageous, can come at a significant financial cost. Navigating the complexities of architectural education revealed sobering truths about accessibility and inclusivity within the profession. Despite strides towards flexibility, the high cost of education coupled with a demanding licensure process renders architecture increasingly exclusive. Chris's article underscores the need for reform, echoing discussions within the UK's architectural circles. As debates ensue on both sides of the Atlantic, the quest for a more equitable and accessible architectural education continues. #architecture #diversity #education #accessibility #USandUK Fogarty Finger Architects Registration Board RIBA RIBA-USA https://lnkd.in/emv43uWg

Education or Exploitation? I was approached by a second year architectural student this week. As part of their course, they are instructed to find a paid placement in architecture between January and end of the academic year, and they are really struggling to do so. All lectures, seminars, and classic university work just stops for the year in January... you're just told to get the placement and left to it. This also happens in year three of the course with lessons again ceasing just three months after starting for the academic year. Students aren't allocated a placement, just told to check websites, and left to it. Year two students battling for the same limited volume of placements as those in year three. The £9250+ course fees for the year, accommodation fees for the year, etc, of course continue, despite the fact that students receive considerably less than half of the academic time. Bearing in mind that these students are not even half of the way through their course, London living wage now means RIBA chartered practices would need to pay them £27,000 per annum despite them being half qualified.. it's simply not realistic. To make room for these placements, the course is extended to become a four year degree, meaning course fees alone of £37,000 for the degree. At a time where the profession of architecture is already facing a skills shortage, question marks on under-representation of many facets of society and disenchantment over the earnings versus cost of learning, am I the only one who thinks this is just plain wrong? #architecture #architectureeducation #riba #inclusiveeducation

Hello Colleagues and Friends - pls read this important article in an escalating chorus around our profession's challenges, not being addressed with the seriousness that they demand, if we want to survive and retain our true value.