IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

This research examines and disseminates the pedagogy of a recent architecture studio in this time of grand challenges and change. Michael Speaks, Dean at Syracuse University has stated that “Design Intelligence is no longer about access to information, but the ability to process, organize and visualize it”. In our information age where technologies, media and data are constantly changing and increasing, we still need to teach certain fundamentals in theories, research methods and tools, while additionally leveraging concepts of emergence and collective intelligence, in ways that previous pedagogical methods denied. The relationship of instructor to students blurs at times, rightfully so, to be more inclusive of all. This assists in the collective intelligence of the class and provides a necessary means to an end in larger class sizes, with increasing content to cover. Our inter-connected world has many challenges which theories and methods related to decolonization, complexity, the Anthropocene and more-than-human realities can assist in helping us understand. How do we teach these though and ensure they are authentic learning experiences with emergent outcomes and proposals tied to research? Getting out of the typical classroom and structure can help but also embracing the diversity of each student and their personal position and place in the world, while understanding our inherent anthropocentric perspectives and biases are key. The students in the studio had many diverse cultural backgrounds from different parts of the world, which were leveraged to make some emergent global projects with inter-connected themes around the idea of adaptive futures.