Ændr 2. linje i overskriften
til AU Passata Light
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
ARCHITECTURE AND BILDUNG
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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Overskrift
MAKS. én linje Basic points
• Bildung in school-architecture is
inseparable from schools functions
(Dewey).
• Biesta’s ‘mundane spaces’ is a focus
on the human uniqueness (B:
‘Formal bildung’ (Klafki)
• Hence ‘bildung as mundane spaces’
can easily be misused to promote
flexible classrooms, visible learning,
and efficient teaching-space design
detached from school subjects or
professional differrences.
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
Overskrift én linje
Bold eller Regular
NATIONAL TENDENCY: UCC PÅ CARLSBERG, UCSJ IN ROSKILDE, AND UC VIA IN AARHUS
• Merge of different professional educations
• Neglect of professional differences
• Little subject-specific design
• Flexible classrooms
• Occularcentrisme: Visible learning
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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Difference requires a different attitude toward plurality and otherness, one in which the idea of responsibility is more appropiate than the idea of knowledge, one in which ethics is more important than epistemology (Biesta 2006:103)
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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på teksten
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MAKS. én linje Biesta’s outset: The architects’ paradox
Functionalism Mundane
spaces
• Functionalism
• Instrumentalism
• Reductionism
• Diversity (not difference)
• Mundane spaces
• Democratic dialogue
• Unique subjetcts’ formation
• Humanity
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
For at få punktopstilling
på teksten
(flere niveauer findes),
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Ændr 2. linje i overskriften
til AU Passata Light
• Strategies of
• Embracing
• Bypassing
• Neglecting
• …?
HOW TO DEAL WITH PARADOXES?
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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MAKS. én linje Mossbourne Community Academy, London by Richard Rogers
• Rogers: Full visibility & safe
environment for teachers and
students
• Biesta: ‘Panoptikon’
• Functionalism has no place
for bildung.
Functionalism Mundane
spaces
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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MAKS. én linje Alfred Lerner Hall, New York by Bernard Tschumi
• Tschumi: Architecture as disjunction
between function & use of space.
• Biesta: Theory not applied:
• Alfred Lerner Hall creates
monoculture: No place for
pluralistic conversation
Functionalism Mundane
spaces
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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MAKS. én linje
Montessori College Oost, Amsterdam by Herman Hertzberger • Herzberger: School like a city. Corridors
like roads between quarters and students
as nomads
• Biesta: Mundane spaces for democratic
bildung: Context-sensitive design:
Students express mutual sympathy
Functionalism Mundane
spaces
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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• Even negative functionalism (as in Alfred Lerner Hall by Tscumi) is bad
• Functionalism is neglegted (= no paradox left)
• Architecture as ‘post-functional’ ¨~ mundane space over function
• Bildung as a way of thinking theory and practice
NO PARADOX LEFT
Functionalism Mundane
spaces
10. MARTS 2016
NERA HELSINKI
ADJUNKT
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
Overskrift én linje
Bold eller Regular THEORY AND PRACTICE RELATIONS (JORGENSEN, 2005)
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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Ændr 2. linje i overskriften
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• Biesta: Bildung is a fusion of theory and practice in pursue of the good life
• On pluralisme: Difference (over diversity) calls for ethics rather than epistemology
• Responsible for uniquenees of every human
• Analysis of possibilities for democratic participation and formation
• Neglecting the architects paradox between functionalism and mundane spaces
BILDUNG IN PURSUE OF THE GOOD LIFE
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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• Thomas Højrup: Bildung is dialectics between theory and practice in pursue of
understanding
• On pluralisme: Difference calls for both an ethical and epistemological analysis
• Responsible for mutual understanding of mutual dependence and different conditions
and ambitions
• Analysis of the functionalism of school subjects that the school design to meet those
demands
• Embracing the architects paradox between functionalism and mundane space
BILDUNG AS PURSUE OF UNDERSTANDING
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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på teksten
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• ‘Mundane spaces’ is a notion of bildung that lacks sense function, school subjects
• Bildung as a sense of difference should include both ethics and epistemology in order to
grasp the tendency to uniform i.e. professional educations.
• Hence: Too ‘mundane spaces’ is a notion too easy to misuse for purposes of making school
buildings more efficient, to promote visible learning etc. rather than an being an argument
for the ackowledgement difference in subjects, milieus, traditions, professionalism etc.
SUMMING UP
5. MAJ 2017
GERT BIESTA BOOK RECEPTION
ASSISTANT PROFESSOR, PH.D
LARS EMMERIK DAMGAARD KNUDSEN AARHUS UNIVERSITET AU
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Beliefs and aspirations cannot be physically extracted and inserted. How then are they communicated?[...] The answer, in general formulation, is: By means of the action of the environment in calling out certain responses. The required beliefs cannot be hammered in; the needed attitudes cannot be plastered on. But the particular medium in which an individual exists leads him to see and feel one thing rather than another; it leads him to have certain plans in order that he may act successfully with others; it strengthens some beliefs and weakens others as a condition of winning the approval of others. Thus it gradually produces in him a certain system of behavior, a certain disposition of action (Dewey 1916:13).s