Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Anti-Anti: Teaching How Not To Build
T. Provost
3:30 pm - 5:00 pm

Abstract

While we do not see buildings as agents of violence, they are woven into systems of inequality and injustice at the global scale. This work scaffolds nonviolent principles onto the discipline of architecture and outlines a pedagogy for “how not to build” — the refusal of disciplinary norms. Operating like phantoms beneath our consciousness, buildings consume more energy than any other artificial system on the planet. (01) The modernization of architecture is highlighted by its mechanization: consider how conditioned air provides comfort in varied environments, how electric light extends the day into night, or how computer systems automate everyday functions like opening doors or signaling the elevator. Further, it is well-documented how the building trades are wedded to the petrochemical industry, whether to power the operation of infrastructures, or in the building materials around us. Ceaseless energy expenditure in the name of capital is a violent act against our planet, and emissions from these toxic industries perpetuate environmental racism near major US cities. Why then, do we continue to teach students of architecture to build this way? I propose that we must educate future architects not to center old narratives of progress and growth (i.e. build more, build taller, and instrumentalize for capital gain) but instead through regenerative methods (i.e. modify existing structures) to untangle the discipline from inequality, injustice, and violence. The root of this approach is in matter; that is, concerning the physical “stuff” that channels energy in space. However, the hurdle of this approach is conceptual — are architects ready to revise their identity from one that champions the individual to one that is devoted to the collective? 01. “Common carbon metric for measuring energy use & reporting greenhouse gas emissions from building operations.” United Nations Environment Programme, Sustainable Buildings and Climate Initiative.

Biography

Thomas Provost is an architect and designer based in Detroit where he is Assistant Professor at Detroit Mercy School of Architecture and Community Development. Provost’s critical practice, Water, Etc, designs environments, objects, texts, and speculations with a focus on reduction and reuse.