Turning the Tables: Emerging practices of Pedagogic Architect

Toni Kauppila

Turning the Tables: Emerging practices of Pedagogic Architect

Julkaisun otsikon käännös: Turning the Tables: Emerging practices of Pedagogic Architect

Toni Kauppila

Department of Art and Media

Tutkimustuotos: Doctoral Thesis › Monograph

Abstrakti

Arkkitehtuurin ja muotoilun aloilla sekä niiden korkea-asteen koulutuksessa on meneillään paradigman muutos. Alati monimutkaistuvat toimintaympäristöt haastavat alojen ammatillisia prosesseja sekä niiden lopputulemia. Sosiaaliset kohtaamiset eri toimijoiden, kulttuurien ja tavoitteiden kanssa ovat olennainen osa näissä arkkitehtuurin ja muotoilun alojen muutokseen tähtäävissä suunnitteluprosesseissa. Väitöstyössäni tarkastelen, voisiko ammatillisia konventioita täydentää sosiaalisiin tilanteisiin kohdallisemmilla käytänteillä, palvelemaan uudenlaisen moniosaajan tarpeita. Työni kautta ehdotan tämän uuden asiantuntemuksen rakentuvan jatkuvaan kykyyn ja haluun oppia moninaisista ammatillisista kohtaamisista. Nostan esiin tilasuunnittelun taide- ja koulutusalana, joka voi avata uusia näkökulmia sosiaalisten tilojen ominaispiirteiden ymmärtämiseen. Tutkimustani motivoivat seuraavat kysymykset: Miten tilasuunnittelun pedagogiset käytänteet, kuten kohtaamiset oppimisen tiloissa, voivat vaikuttaa itse tilallisten praktiikkojen olemukseen? Voivatko nämä mahdollistaa uudenlaista toimijuutta vastaamaan nykyisiin ja tuleviin haasteisiin arkkitehdin ja muotoilijan ammatin laajenevalla kentällä? Lähestyn oppimisen prosesseja muotoiluopettajan näkökulmasta. Väitöstyössäni tarkastelen omia praktiikkojani tutkimuksena, jossa myös pedagoginen toimintani nähdään osana taiteellista toimintaani. Tutkimusaineistonani ovat pedagogiset tapahtumat viimeisen 10 vuoden ajalta tilasuunnittelun maisteriohjelman kontekstissa (oppimisen tilat). Tilanteiden kautta tarkastelen ja teen näkyväksi tilallispedagogisten olosuhteiden monimuotoisuutta. Päiväkirjamaiset tekstini (novellit) toimivat sekä kokemusteni prosessoinnin että reflektoinnin välineenä avaten kohtaamisten luonnetta. Piirustusteni, arkkitehtonisten notaatioiden avulla, pyrin kiteyttämään ja analysoimaan esiin nousseita havaintojani, joiden pohjalta olen työstänyt julkiseen tarkasteluun tuodun, esityksenomaisen tilainstallaation, pöydän. Olen asettanut praktiikkani vuoropuheluun alojen historiallisten käänteiden ja teoreettisten viitekehyksien kanssa, ja pyrin avaamaan tilallisuuden ja dialogisen oppimisen käsitteitä suhteessa käytäntöihini. Ehdotan päätelmissäni ammatillista toimintakulttuuria täydentävää toimijuutta, pedagogista arkkitehtia. Hänellä on kykyä työskennellä aloille ominaisissa monimerkityksellisissä ympäristöissä ja arvostaa niitä, sekä olla vastuullinen toimija arvaamattomissa sosiaalis-tilallisissa olosuhteissa. Väitöstyölläni haluan osallistua tilasuunnittelun diskursseihin, luoda vaihtoehtoisia näkökulmia opetukseen sekä oppimiseen, lisätä tietoisuutta vastuista ja valtarakenteista kuin myös laajentaa näkemyksiä alojen toimintakentistä. Tavoitteenani on tukea opiskelijoita aktiivisesti muokkaamaan alati muuntuvaa ammattilaista kenttää, herättää laajempaa pedagogista keskustelua ja haastaa olemassa olevia arkkitehtuurin ja muotoilun alojen konventiota.

Julkaisun otsikon käännös	Turning the Tables: Emerging practices of Pedagogic Architect
Alkuperäiskieli	Englanti
Pätevyys	Tohtorintutkinto
Myöntävä instituutio	Aalto-yliopisto
Valvoja/neuvonantaja	Hohti, Paula, Vastuuprofessori Hill, Jonathan, Ohjaaja, Ulkoinen henkilö Laakso, Harri, Ohjaaja
Kustantaja	Aalto University
Painoksen ISBN	978-952-64-2004-2
Sähköinen ISBN	978-952-64-2005-9
Tila	Julkaistu - 2024
OKM-julkaisutyyppi	G4 Monografiaväitöskirja

Pääsy asiakirjaan

http://urn.fi/URN:ISBN:978-952-64-2005-9

Siteeraa tätä

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title = "Turning the Tables: Emerging practices of Pedagogic Architect",

abstract = "The fields of architecture and design, and their respective higher educations, are undergoing paradigm shifts, where both their processes and outcomes are under dispute, due to ever-complicating operating environments. Transformative design processes within these fields include social negotiations with diverse actors, cultures and agendas. In this thesis I query whether complementary practices for the professions could be more apropos to address the related socio-spatial concerns, partially shifting the emphasis towards the need for a new kind of polymath whose expertise is the disposition to learn from those manifold professional encounters. I bring forward the design discipline of interiors, and its education, as providing a peculiar entry point to comprehend the spatial qualities, the interiorities, of those social spaces. My research is motivated by the following questions: How can the pedagogical practices within interiors, as encounters in spaces of learning, inform the interiority of the spatial practices themselves? Could these provide new agency to address contemporary and future challenges within the expanded fields of the profession? I approach the processes of learning from a design educator{\textquoteright}s perspective. In this thesis I consider practice as research, where my pedagogic activities are seen as part of my artistic practice. My research material are the live pedagogical situations (spaces of learning) within MA studies of interiors over the past 10 years, which I use to examine and disseminate the diversity of spatio-pedagogical conditions. Through my diary-like writings (novellas), I have processed and reflected in action the qualities of those situations. With my drawings, as architectural notations, I further distil and analyse the emerging findings, and present for scrutiny a live design installation, {\textquoteleft}a table{\textquoteright}. I contextualise and bring my practices into reciprocal discourse with the relevant historical and theoretical constructs of the key concepts on spatial interiority and dialogical learning. I propose in my findings a complementary professional agency, a pedagogic architect, who has the will to appreciate the inherent ambiguity within the practice, as to empower oneself to adapt and alter the unpredictable socio-spatial conditions. With this thesis I wish to contribute into discourses of spatial practices with auxiliary perspectives to teaching and learning, providing awareness of responsibilities and power structures and opening potentially expanding fields. The proposition is to offer students to envisage designers{\textquoteright} alternative professional futures, complement broader pedagogical debate and challenge the conventions of professional practices.",

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N2 - The fields of architecture and design, and their respective higher educations, are undergoing paradigm shifts, where both their processes and outcomes are under dispute, due to ever-complicating operating environments. Transformative design processes within these fields include social negotiations with diverse actors, cultures and agendas. In this thesis I query whether complementary practices for the professions could be more apropos to address the related socio-spatial concerns, partially shifting the emphasis towards the need for a new kind of polymath whose expertise is the disposition to learn from those manifold professional encounters. I bring forward the design discipline of interiors, and its education, as providing a peculiar entry point to comprehend the spatial qualities, the interiorities, of those social spaces. My research is motivated by the following questions: How can the pedagogical practices within interiors, as encounters in spaces of learning, inform the interiority of the spatial practices themselves? Could these provide new agency to address contemporary and future challenges within the expanded fields of the profession? I approach the processes of learning from a design educator’s perspective. In this thesis I consider practice as research, where my pedagogic activities are seen as part of my artistic practice. My research material are the live pedagogical situations (spaces of learning) within MA studies of interiors over the past 10 years, which I use to examine and disseminate the diversity of spatio-pedagogical conditions. Through my diary-like writings (novellas), I have processed and reflected in action the qualities of those situations. With my drawings, as architectural notations, I further distil and analyse the emerging findings, and present for scrutiny a live design installation, ‘a table’. I contextualise and bring my practices into reciprocal discourse with the relevant historical and theoretical constructs of the key concepts on spatial interiority and dialogical learning. I propose in my findings a complementary professional agency, a pedagogic architect, who has the will to appreciate the inherent ambiguity within the practice, as to empower oneself to adapt and alter the unpredictable socio-spatial conditions. With this thesis I wish to contribute into discourses of spatial practices with auxiliary perspectives to teaching and learning, providing awareness of responsibilities and power structures and opening potentially expanding fields. The proposition is to offer students to envisage designers’ alternative professional futures, complement broader pedagogical debate and challenge the conventions of professional practices.

AB - The fields of architecture and design, and their respective higher educations, are undergoing paradigm shifts, where both their processes and outcomes are under dispute, due to ever-complicating operating environments. Transformative design processes within these fields include social negotiations with diverse actors, cultures and agendas. In this thesis I query whether complementary practices for the professions could be more apropos to address the related socio-spatial concerns, partially shifting the emphasis towards the need for a new kind of polymath whose expertise is the disposition to learn from those manifold professional encounters. I bring forward the design discipline of interiors, and its education, as providing a peculiar entry point to comprehend the spatial qualities, the interiorities, of those social spaces. My research is motivated by the following questions: How can the pedagogical practices within interiors, as encounters in spaces of learning, inform the interiority of the spatial practices themselves? Could these provide new agency to address contemporary and future challenges within the expanded fields of the profession? I approach the processes of learning from a design educator’s perspective. In this thesis I consider practice as research, where my pedagogic activities are seen as part of my artistic practice. My research material are the live pedagogical situations (spaces of learning) within MA studies of interiors over the past 10 years, which I use to examine and disseminate the diversity of spatio-pedagogical conditions. Through my diary-like writings (novellas), I have processed and reflected in action the qualities of those situations. With my drawings, as architectural notations, I further distil and analyse the emerging findings, and present for scrutiny a live design installation, ‘a table’. I contextualise and bring my practices into reciprocal discourse with the relevant historical and theoretical constructs of the key concepts on spatial interiority and dialogical learning. I propose in my findings a complementary professional agency, a pedagogic architect, who has the will to appreciate the inherent ambiguity within the practice, as to empower oneself to adapt and alter the unpredictable socio-spatial conditions. With this thesis I wish to contribute into discourses of spatial practices with auxiliary perspectives to teaching and learning, providing awareness of responsibilities and power structures and opening potentially expanding fields. The proposition is to offer students to envisage designers’ alternative professional futures, complement broader pedagogical debate and challenge the conventions of professional practices.

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KW - learning processes

KW - architects

KW - pedagogic practices

KW - learning processes

KW - architects

M3 - Doctoral Thesis

SN - 978-952-64-2004-2

T3 - Aalto University publication series DOCTORAL THESES

PB - Aalto University

ER -

Turning the Tables: Emerging practices of Pedagogic Architect

Abstrakti

Pääsy asiakirjaan

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