学习型建筑:在孟买与Muktangan学校的孩子和Mariamma Nagar社区一起开发一种集体设计教学法

Nicola Antaki
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引用次数: 1

摘要

集体设计教学法是一种社会参与的学习实践,让学生参与到城市的建设中来。儿童如何参与(重新)设计他们的环境,并与更广泛的社区合作,使城市民主化,并培养负责任的公民行为?案例研究位于孟买,那里不断变化的人口、经济和环境创造了更多以儿童为中心的学习活动和教学创新的需求。该研究与教育非政府组织Muktangan School和邻近的Mariamma Nagar合作,在2012年至2017年期间,开展了一系列教学实验,调查城市在儿童、学校员工和社区的社会空间积极公民实践方面的潜力。四个系列的讲习班包括同一班级的学童观察、评估和改造他们的环境。他们从建筑实践中借鉴活动,通过设计干预改造了学校和社区。批判性的教学,建构主义和共同设计方法包括儿童激活亨利·列斐伏尔所说的城市权利;集体设计实践的发展融合了学习与环境。孩子们可以通过设计成为积极的公民,并将当地工艺作为一种政治设计工具。孩子们将福祉作为他们设计项目的首要目标:他们设计了对露天排水沟、蚊子、打斗和脏话、缺乏绿色空间和废物管理不足等问题的回应。本文认为,儿童作为建筑师的角色是教学性的:通过促进,他们可以参与当前环境的生产,发展他们的政治认同,并培养他们交流思想的能力。共同设计可以让孩子们培养同理心,批判性地思考,学会如何学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A learning architecture: Developing a collective design pedagogy in Mumbai with Muktangan School children and the Mariamma Nagar community
A collective design pedagogy is an idea for a socially engaged learning practice that involves schoolchildren in the production of their city. How can children be involved in (re)designing their environment and work with the wider community, to democratize the city and develop practices of responsible citizenship? The case study is situated in Mumbai, where the changing population, economy and environment have created a need for more child-centred learning activities and pedagogical innovation. In collaboration with education NGO Muktangan School and the neighbourhood Mariamma Nagar, the research sets out a series of pedagogical experiments investigating the city’s potential to house socio-spatial active citizenship practices by children, school staff and the community, between 2012 and 2017. Four series of workshops included the same class of schoolchildren in observing, assessing and then transforming their environment. Using activities borrowed from architectural practice, they transformed their school and neighbourhood by designing interventions. Critical pedagogical, constructivist and co-design methods included the children in activating what Henri Lefebvre called the right to the city; the development of a collective design practice fuses learning with the environment. Children can become active citizens through design and work with local craft as a political design tool. The children identified well-being as the overarching itinerary for their design projects: they designed responses to problems such as open gutters, mosquitoes, fighting and bad language, lack of green spaces and insufficient waste management. This paper argues that children’s role as architects is pedagogical: with facilitation, they can be involved in the production of their current environment, develop their political identity, and foster their ability to communicate ideas. Co-design allows children to develop empathy, think critically and learn how to learn.
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