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    Evin Lawlor
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    The document discusses radical pedagogy and experiments in architectural education during the 1960s. It describes how the struggle was complex with shifting dynamics between conservative institutions and radical experiments. A key example discussed is a photograph showing architect Giancarlo De Carlo engaged in a vigorous debate with protesting students who had taken over the institution he directed, highlighting how the lines between teachers and students, and education and political protest, had dissolved. The document examines how these pedagogical experiments engaged with the political issues of the time through both joining protests and rethinking traditional understandings of politics.

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    The document discusses radical pedagogy and experiments in architectural education during the 1960s. It describes how the struggle was complex with shifting dynamics between conservative institutions and radical experiments. A key example discussed is a photograph showing architect Giancarlo De Carlo engaged in a vigorous debate with protesting students who had taken over the institution he directed, highlighting how the lines between teachers and students, and education and political protest, had dissolved. The document examines how these pedagogical experiments engaged with the political issues of the time through both joining protests and rethinking traditional understandings of politics.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    10 views11 pages

    Radical Pedagog - 1 PDF

    Uploaded by

    Evin Lawlor
    The document discusses radical pedagogy and experiments in architectural education during the 1960s. It describes how the struggle was complex with shifting dynamics between conservative institutions and radical experiments. A key example discussed is a photograph showing architect Giancarlo De Carlo engaged in a vigorous debate with protesting students who had taken over the institution he directed, highlighting how the lines between teachers and students, and education and political protest, had dissolved. The document examines how these pedagogical experiments engaged with the political issues of the time through both joining protests and rethinking traditional understandings of politics.

    Copyright:

    © All Rights Reserved
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    of 11

    their dissolution, absorption, death, and afterlives-rather than

    solely through their founding myths-is crucial to understanding


    what they were up against, the threat they posed, and the long­
    term changes they instigated.
    It is important to recognize that the struggle was never simply
    binary, never simply conservative institution versus radical
    experiment, fixed administration versus mobile students, new
    ideas versus old conventions. Rather than just one front, there
    were multiple shifting battlefields in which the status of all actors
    was continuously renegotiated. Sometimes the conflict between
    radical teacher and radical student was the most heated of all.
    A remarkable photograph of May 1968, for example, shows
    Giancarlo De Carlo in a vigorous debate with protesting students
    who have taken over the Milan Triennale. He leans forward, angry
    but listening intently as a student lectures him. Both sides, the
    teacher and the students surrounding him, are radicals. Despite his
    jacket and tie, Giancarlo De Carlo is a self-professed anarchist and
    the students are in effect following his call to question institutional
    authority by refusing to follow him, even as he directs a Triennale
    ostensibly devoted to the political self-determination of individuals
    within the "greatest number." The whole ecology of architectural
    education is destabilized, twisting restlessly around itself in a
    kind of vortex. The circle of students has become a classroom­
    a portable, improvised space in which the real teacher is now the
    streets. The line between urban life and education has dissolved.
    Protest has become pedagogy.
    The pedagogical experiments engaged many dimensions of the
    politics of the period, either by actively joining political protests or
    by trying to retreat from and rethink traditional understandings
    of politics. Pedagogy was conceived as a political arena beyond the
    confines of architecture teaching. In every case, it was a revolt.
    But what it means to revolt was constantly questioned-a rest­
    less project, exacerbated by the fact that a revolution in education
    is by definition paradoxical, even ultimately a contradiction
    in terms. Revolt in education can never be satisfied with itself.
    "Radical pedagogy" might even be an oxymoron.
    A sucession of philosophers who were key reference points for Giancarlo de Carlo
    radicals in architecture thought through these paradoxes. In 1954 debates with Gianemilio
    Simonetti as protesting
    Hannah Arendt had argued that "The problem of education in the students take over the

    modern world lies in the fact that by its very nature it cannot forgo Milan Triennale in May
    1968. Photograph by
    either authority or tradition, and yet must proceed in a world that Cesare Colombo.

    12

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