3.7.15

NO ME IDENTIFICO CON LA REPETICIÓN, NI DE LAS FORMAS DE LUCHA, NI DE LAS REPUESTAS. POR FAVOR SEAMOS MÁS CREATIVOS

Petitorios van, respuestas vienen y caen en oídos sordos, oídos que lamentablemente parecen no tener como objetivo la resolución de los problemas de la Facultad de Arquitectura y Urbanismo (FAU), sino algo más que si bien entiendo, no se resuelven desde la FAU. Por lo mismo decidí escribir mi impresión (no pretendo representar a nadie), no porque mi impresión sea necesariamente importante, sino, porque quiero entregarles algo que no es una respuesta o demanda en un formato duro, sino mi reflexión como individuo que no ha experimentado jamás una movilización estudiantil como la de ustedes. Nunca viví esto en mis años bajo la dictadura —los representantes estudiantiles eran designados, también los decanos, rectores etc., a los estudiantes “sospechosos” simplemente los echaban, entre ellos a mí—. Tampoco vi algo similar en mis 25 años trabajando en el extranjero, desgraciadamente ni siquiera cuando la educación hasta entonces gratuita en Australia, pasó a ser pagada.

Llevo 3 años trabajando en esta facultad y como en toda institución, existen buenas relaciones y también fricciones—esto es natural—, pero lo que aún no veo es algún académico o funcionario que no desee mejorar la situación del país, de nuestras ciudades, de la sociedad y por supuesto de la FAU. Tampoco he conocido a ningún académico corrupto con intereses en Penta, SQM, las farmacias, las Isapres o las AFPs y/o que no desee mejorar la educación, ¿cómo? Bueno, diferencias existen por supuesto y eso es lo bueno, porque en las diferencias se generan los debates, el diálogo y la educación. Sería lamentable que todos pensáramos igual y de ser así, sospecharía que habríamos sido adoctrinados y no educados (es muy importante saber reconocer la diferencia entre estos dos conceptos). La educación, más que la acumulación de información, nos ayuda a pensar y a discernir y me temo que como país tenemos un gran desafío en esta materia.

Entonces me pregunto, en que se basan los estudiantes para construir esta dicotomía académicos v/s estudiantes, ¿cómo es que yo (nosotros) de alguna forma insospechada somos “enemigos”? Para quienes conocen y se interesan por la historia, verán que estos simplismos (dicotomías) invariablemente no se basan en la honradez o inteligencia, sino de una u otra forma, en la promoción intencionada de la ignorancia (desgraciadamente los ejemplos sobran, nacionales e internacionales). Pero este es un tema largo y no me iré por las ramas, sino lo dejo con ustedes—quizás alguno esté interesado en el tema y podamos conversar—.

24.6.15

Where Is the ‘Problem’ in Design Studio: Purpose and Significance of the Design Task

Design studios at KTH (Royal Institute of Technology), Stockholm. 

Source: International Journal Of Architectural Research - ArchNet-IJAR

ABSTRACT:
"Design studio is characterised by a teaching model that is distinctly suited for problem-solving. Correspondingly, literature, including information produced by Australian faculties of architecture about their courses asserts that design studio is modelled around problem-solving. However, my research into design studio handouts found a common omission in posing a ‘problem’—a problem that would justify a design solution and from which the ´significance´ of the task would derive. I argue that a well-articulated design problem imbues the case with purpose and significance. It also provides a benchmark against which the results can be assessed and verified."

The full paper can be downloaded here.

Maturana, B. (2014). Where Is the ‘Problem’ in Design Studio: Purpose and Significance of the Design Task.International Journal Of Architectural Research: ArchNet-IJAR, 8(3), 32-44. 

Retrieved from 

18.5.15

Conversación con el Arquitecto Miguel Lawner

La discusión en torno al nuevo proyecto para Vicuña Mackenna 20 (VM20), donde se propone la demolición del antiguo edificio, se ha manipulado al punto de crear la impresión de que solo pueden existen dos miradas, excluyentes la una de la otra.

El problema se nos presenta en la forma de dos bandos, o de una dicotomía artificial e intencionalmente impulsada. Por un lado, quienes están por la demolición, justifican esta en pos del "progreso" y de la necesidad de edificaciones para institutos y alumnos de la Universidad de Chile, hacia quienes la Universidad tiene deudas infraestructurales pendientes. Por otro lado, a quienes intentan salvar este edificio patrimonial (reconocido o no) se los demoniza haciéndolos parecer poco solidarios con las necesidades de los demás. Detrás de este discurso, existe otro incluso más perverso—un discurso ideológico y mutuamente excluyente con el que se supone que cada una de estas dos miradas se alinearían—. 
Fig. 1: uno de los patios de la Facultad de Arquitectura y Urbanismo. Edificios que Miguel Lawner rescató de ser demolidos.
Por supuesto que ni una ni otra posición puede ser tan estrecha. Extraña además que sea la Universidad, o sus representantes, los que en forma directa o indirecta utilicen este tipo de simplificaciones, las que son notorias por promover la ignorancia y la descalificación de quienes piensan en forma distinta.

23.4.15

La Universidad de Chile y Vicuña Mackenna 20: una actitud "demoledora" que persiste

Carta al Director del Diario Últimas Noticias

Edificio de Vicuña MacKenna 20, obra del arquitecto francés Eugenio Joannon Crozier (1860-1938), que albergó a la Facultad de Ciencias Químicas y Farmacéuticas de la Universidad de Chile
Como académicos de la Facultad de Arquitectura y Urbanismo, U. de Chile, deseamos compartir nuestra preocupación en relación a la inminente demolición del edificio de Vicuña MacKenna 20, lo que hemos expresado a través de una carta abierta al Rector Sr. Vivaldi. La destrucción de este edificio, ex Facultad de Ciencias Químicas y Farmacéuticas, no se condice con el constante progreso de nuestra sociedad, el que se refleja en la creciente apreciación y protección de nuestro patrimonio, tanto cultural como urbano y arquitectónico. Es lamentable que sea la Universidad de Chile la que hoy atenta contra los intereses ciudadanos y patrimoniales de este país, apreciación que es compartida por actores relevantes como el Comité de Patrimonio del Colegio de Arquitectos entre otros.

14.6.13

Hábitat sustentable, el campus universitario y “la necesaria lucha en el plano de las ideas”

Invitación


LUNES 3 DE JUNIO, 2013, 10:00 AM | Lugar: Auditorio FAU (Facultad de Arquitectura y Urbanismo, Universidad de Chile) | Invitan: Profesores de la asignatura INVI “Hábitat sustentable: el campus universitario, su barrio y su entorno” Beatriz Maturana y Walter Imilan. 

9.4.13

Charla de lanzamiento del libro "La espacialidad del niño que no ve"

Inaugural speech for the launch of the book: "Spatiality of the child who doesn´t see" (Dic.20, 2012).

En el nombre de Mónica Díaz Vera y Constanza Mena Maino, autoras del libro “Espacialidad del niño que no ve”, y en mi nombre (Beatriz), les doy las gracias a todos por estar aquí. Para mí fue una sorpresa y es un verdadero honor haber sido invitada a lanzar este profundo, sutil e importante libro y que además cuenta con un prólogo especialmente escrito por Juhani Pallasmaa.

A través de la investigación realizada por las autoras y a través de los estudios a los que ellas se refieren—desde la perspectiva del aprendizaje espacial de los niños que no ven—este libro nos educa, nos sensibiliza y nos hace receptivos a una percepción distinta de lo cotidiano. De la misma forma en que un niño ciego enfrenta el mundo—como bien explican sus autoras, desde el detalle (o de lo particular) a lo general—este libro nos asiste a entender que quizás el cambio que necesitamos hacer para acoger diversidad, no es tan dificultoso, es más que nada un cambio de visión (me gusta la intencionalidad con que Mónica y Constanza han usado este término) y de voluntad.

Invitación al lanzamiento del libro, Dic. 20, 2012. 

30.11.12

Architectural design studio: designing for a purpose

Writes: Beatriz C. Maturana

The following article features a design studio (taller) at the University of Chile, Faculty of Architecture and Urbanism, led by Orlando Sepulveda (7th semester architecture students). 

The studio focuses on a significant and poorer district in Santiago, so significant in fact that one of its landmarks, Zanjón de la Aguada—a canal formally known for its industrial and organic waste pollution—had the unfortunate capacity to conjure inhospitable images of misery, crime and industrial decay, images that have negatively shaped the perception of that part of the city. Fortunately but slowly, these perceptions are fading away as something of the past. Most recently, the news that the Metro (Santiago´s underground) will open a station in heart of this district and the completion of the Parque La Aguada, part of the Bicentenary Projects (an extensive new flooding park running along the Zanjón de la Aguada canal), may put a definitive end to the stigma attached to the area and hopefully will positively impact on the entire city. A question arises as to how the improvements brought by these large urban interventions can be sustainable over time and ensure the best possible results for the district and for the enjoyment of the existing population.

Figure 1: proposal by María de la Luz Lobos, Mathilde Marcantoni and Gabriel Arias. 

A public university, with the public, in the public square

A public university celebrates its 170th year anniversary, with the public, in the public square

"What a beautiful thing it is, that for the 170th aniversary of a public university, to take place in a public square and to be dedicated to its public, to all chileans who are and own this university." Prof. Víctor L. Pérez Vera, Vice-Chancellor, Universidad de Chile. (Santiago, November 17, 2012)

Image source: uchile.online
Consistent with the values of the University of Chile (a public university), the commemoration of its 170 years were celebrated with a concert by the University of Chile's Symphonic Orchestra and Symphonic Choir in the public square, the Plaza de Armas. Values that have been continuously and traditionally held by the university, such as equity, quality education, public education, democracy and inclusion were stressed in the opening speech of the event.


1.6.11

Resetting agendas: a conference in a climate of change

Reflections on the Oxford Conference 2008

This article discusses ‘The Oxford Conference 2008: 50 Years on – Resetting the Agenda for Architectural Education’ aimed to influence architectural education. With delegates from forty-two countries representing every continent there was a manifest change in the composition of the delegates as compared to 50 years ago. On the face of it this would suggest that a more diverse attendance made a difference in the spectrum of issues coming to the forefront: but did it?

Resetting agendas: a conference in a climate of change


This article was first published by Cambridge Journals, ARQ. How to cite the article: Beatriz Maturana (2008). Resetting agendas a conference in a climate of change. Architectural Research Quarterly, 12, pp 209-212 doi:10.1017/S1359135508001127

The original article can be downloaded from: Architectural Research Quarterly

24.11.10

Modelos de desarrollo urbano

Modelos de desarrollo urbano y paisaje se abordarán en charlas convocadas en la U. Central
Source: Seconstruye.com

Se trata de encuentros abiertos y gratuitos dirigidos a estudiantes y docentes relacionadas con la arquitectura y disciplinas afines.

Dos actividades de conversación con expertos invitados se han programado para el miércoles 24 de noviembre en la Facultad de Arquitectura, urbanismo y Paisaje de la Universidad Central de Chile. La primera de éstas partirá a las 09.00 con “Evaluación y Panel. Modelos de Desarrollo y Proyecto Urbano”, organizado por el taller Urbanismo V de Escuela de Arquitectura, dirigido por el docente y geógrafo Ricardo Jordán y el ayudante Daniel González.


Find the article here.

1.11.10

Architectural education and the shared space: Agrado’s city

The city, where culture and the society’s realities are expressed, is described by Lewis Mumford in the following terms:

The city in its complete sense, then, is a geographic plexus, an economic organization, an institutional process, a theatre of social action, and an aesthetic symbol of collective unity. [1]
At the two extremes, I have been to magnificent cities of rather plain architecture and also visited mediocre cities with impressive pieces of architecture—pieces that do not contribute to give the city a coherent rhythm and which instead fight for attention. I was eager to travel to London and see with my own eyes those buildings that I had only seen in photographs, for instance Richard Rogers’ Lloyds building or Norman Foster’s Gherkin—prominent buildings that define the skyline and that, from afar, stand as a promise of a good city. Yet, when in close proximity the enchantment vanishes to expose the real self, a meagre and greedy architectural stance that interiorises anything that may be good about its architecture.

Figure 1 - One of the entries to Richard Rogers' Lloyds building. Photograph by author.

4.10.10

Architectural education and the shared space: Agrado’s city

The city, where culture and the society’s realities are expressed, is described by Lewis Mumford in the following terms:
The city in its complete sense, then, is a geographic plexus, an economic organization, an institutional process, a theatre of social action, and an aesthetic symbol of collective unity. [1]
At the two extremes, I have been to magnificent cities of rather plain architecture and also visited mediocre cities with impressive pieces of architecture—pieces that do not contribute to give the city a coherent rhythm and which instead fight for attention. I was eager to travel to London and see with my own eyes those buildings that I had only seen in photographs, for instance Richard Rogers’ Lloyds building or Norman Foster’s Gherkin—prominent buildings that define the skyline and that, from afar, stand as a promise of a good city. Yet, when in close proximity the enchantment vanishes to expose the real self, a meagre and greedy architectural stance that interiorises anything that may be good about its architecture.

Figure 1 - One of the entries to Richard Rogers' Lloyds building. Photograph by author.

24.7.10

IntentCITY: the polical city



IntentCity was the inaugural forum establishing many of the principles of the Architects for Peace. This publication launch will feature contributors to IntentCity and a discussion about social responsibility and the right to the city. Contributors to IntentCity include Dr Darko Radovic, Beatriz Maturana, Dr Kit Lazaroo and Liz Coleman, Marc Purcell, Geoff Hogg, Su Mellersh-Lucas and Mick Pearce.
Editors: Beatriz C. Maturana & Anthony McInneny 

20.9.09

S. Schwartz: Should universities provide a moral education?


It was refreshing to hear Vice Chancellor of Sydney’s Macquarie University Steven Schwartz on ABC BigIdeas, discussing issues of morality and ethics in higher education. Morality, ethics, judgment and other such notions have for long been avoided in our universities, most of which have followed with an almost evangelical fervour the line of relativism.

Schwartz argues that, in universities relativism has had many adverse consequences--often discussed as separated issues (e.g. reduction of scientific credibility by society, poor or unclear curricula, economic imperatives leading universities decisions...). Schwartz manages to articulate the links between them. For instance, market interests leading research and lack of public confidence in scientific knowledge—consequently in scientific methods. His proposition has wide implications not only in regards to the objectives and approach of universities to teaching, education and knowledge, but also implications for each disciplinary field within academia, within which similar questions can be posed.

4.12.08

Opposition to Jerusalem museum

Opposition to Jerusalem museum

An extract of the letter published by The Guardian, 15 November 2008.
The Guardian, Saturday November 15 2008 Article history



A recent judgment by Israel's supreme court will allow the construction of the Simon Wiesenthal Centre's Museum of Tolerance, designed by renowned US architect Frank Gehry, over a Muslim heritage cemetery of great historical importance in the centre of Jerusalem. It is a blow to peaceful coexistence in an already divided city.

This project, started in 2006, had been frozen due to public outcry and legal challenge, most especially from Muslim religious leaders and the Israeli Islamic movement, with the backing of Orthodox Jews concerned about disturbing graves. The site in Mamilla, near Jerusalem's Independence Park, is on disputed burial land taken over by the Israel's Land Administration in 1948, whose ownership is claimed by the Islamic authorities.

To pursue this divisive project that will include two museums, a library-education centre, a conference centre and a 500-seat performing arts theatre, would seem highly insensitive, a statement of Israel's hegemony over the Palestinians, rather than any expression of "tolerance". All the architecture in the world cannot engender harmony on the basis of trampling over people's rights and history. It is inflaming passions in an already combustible Middle East and will push any peace accord further off the horizon.

We call on the Jerusalem municipality, the Simon Wiesenthal Centre and the Israeli authorities not to allow this architectural time-bomb to proceed.
Charles Jencks, Richard MacCormack, Neave Brown, Abe Hayeem, Haifa Hammami, Hans Haenlein, Cezary Bednarski, Kate Mackintosh, Suad Amiry (Ramallah), Shmuel Groag (Jerusalem), Beatriz Maturana (Australia), Walter Hain, Ian Martin and 28 others
Architects and Planners for Justice in Palestine.

Find this article: http://www.guardian.co.uk/world/2008/nov/15/israel-and-the-palestinians


22.4.08

Research: 'themes' in architectural design studios

PhD Candidate: Beatriz C. Maturana
Supervisor: Dr Greg Missingham

While the general architectural education curriculum is accessible, public and subject to periodical scrutiny and evaluations, the core of the discipline, the ‘content’ of design studio is not. Design studio is peculiar in its delivery of knowledge. With a focus on problem-solving it provides an alternative non-normative approach to education. This approach is interesting as it requires a selection process of the problems to be tackled which tends, as sometime asserted, to emulate the reality of the architectural professional practice. This sifting process of selecting which problems of professional practice are incorporated and which are not, is replicated in the selection of the social reality (problems or issues) investigated within the design studio.



     Copyright © beatriz.maturana 2003-