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After the second world war two movements evolved as a reaction to the developments the war brought into society and built environment. The comparison involves the movements metabolism and structuralism both from the lenses of the protagonists of these movements: Kenzo Tange and Herman Hertzberger respectively. This thesis aims for an understanding of the core principles of each movement, the origin of these and how they translates themselves into the design of building through the lens of the protagonists of both movements. By doing a literature study, a case studies and a comparative analysis this thesis tries to understand how these movements relate to one another. The research revealed that structuralism critiques the fast paced and functionalistic approach of the CIAM for the reconstruction of cities. It puts an emphasize on the human scale: in particular user experience and the personalisation of spaces. Metabolism reacted to the scarcity in land parallel with the rapid growth of the population of Japan. It focusses on the future change of demand in space by allowing buildings to grow and adapt: unlimiting metabolism for biological organisms only. The Centraalbeheer Achmea building shows the high level of thinking in detail for the user experience in contrast to the Shizuoka Broadcast Centre. Another contrary aspect is the direction of creating spaces in which one colonizes land while the other colonizes air by building higher. Both movements have their own experimental creative approach in which they question the way people thought about architecture. By understanding the principles of these movements and how they translate into design, this thesis offers an insight on how different society and built environment can shape architecture differently., AR2A011, Architectural History Thesis, Architecture, Urbanism and Building Sciences

Herman Hertzberger is an architect who has dealt over many years with the design of school buildings, both in terms of theory and practice. Owing to his vast experience in this field, he has established a theoretical framework on designing stimulating learning spaces for children. The scope of this thesis is firstly to present Hertzberger’s theory on the attributes of such spaces and how architects can achieve designing successful school buildings. There are several remarks of his that can be achieved spatially in various manners. After all, in architecture there is not an unambiguous relationship between theory and practice. In this sense, the research question of the present thesis is how Hertzberger’s theory on designing school buildings has been implemented in different ways. In other words, I will try to display the various architectural ‘solutions’ manifesting the same principles. In order to answer the question above, I will analyse schools (kindergartens and primary schools) designed by Hertzberger to serve contemporary learning approaches and teaching practices. The schools that will be selected cover a large time span, starting from the first buildings he designed until recent projects; the objective is to understand in what ways he himself has implemented his own ideas and probably detect elements that he further developed or departed from., AR2A011, Architectural History Thesis, Architecture, Urbanism and Building Sciences

Life is an ever-evolving process, over time new ideas are born and offer new possibilities and approaches to handle familiar problems or processes differently. This is also the case for educational buildings and the architectural ideas that they represent, especially in the social and interactive realm. The school’s beating heart focuses on the central hearts of three elementary school buildings, built around the year 1980, designed by Jan Verhoeven, Herman Hertzberger, and the Architects firm Van den Broek & Bakema. This thesis in particular addresses the way these central hearts evoke social interaction through their architecture and unravels the ideas of the architects on social interaction in the bigger context of educational and architectural thinking during the time the projects were designed. This resulted in the research question that takes a central place in this thesis: What are the ideas of the architects of ‘t Ronde, Apolloschools, and De Schalm on meeting in the schools and how do the school buildings evoke social interaction? This thesis is structured by exploring the greater context of Dutch education and Western thoughts on the structuralist architectural movement and formulating their main points of focus and concepts. These points are used to analyze the three elementary school buildings in an individual way, which allows the buildings to be compared in an equal way. The thesis concluded by stating that all schools have similar concepts and ideas behind their designs, but that the outcome of the school buildings is largely affected by the organizations that initiated the design and their philosophy on education., AR1A066, Architectural History and Theory, Architecture, Urbanism and Building Sciences

[ES] En el presente trabajo de investigación se lleva a cabo, en primer lugar, una revisión del estado de la cuestión en cuanto a arquitectura escolar se refiere. Para ello, se realiza una revisión histórica de la arquitectura destinada a la docencia, llegando hasta la arquitectura contemporánea en el ámbito escolar. Asimismo, se profundiza en la figura de Herman Hertzberger, arquitecto holandés que entiende arquitectura y educación como dos disciplinas inseparables, asumiendo la complementariedad de estas y entendiendo que la arquitectura es un instrumento pedagógico de importancia trascendental. Posteriormente, se presenta a la médica y pedagoga italiana María Montessori, así como el método educativo Montessori al que Herman Hertzberger se encuentra íntimamente ligado. Sobre una sólida base de pensamiento basada en las ideas de MªÁngeles Durán, Dolores Hayden y Anna Puigjaner entre otras, se emprende un análisis desde la perspectiva de género de las escuelas Montessori de Hertzberger. En dicho análisis de profundiza en las herramientas y recursos arquitectónicos mediante los cuales el holandés implanta de forma brillante en sus escuelas conceptos como el cuidado, lo público, lo privado y lo doméstico. Posteriormente, en base al análisis desarrollado, se genera un método de evaluación mediante marcadores que permite analizar otros espacios educativos desde la perspectiva de género. Finalmente, este será aplicado en un caso de estudio en la ciudad de Valencia., [EN] This research provides, in the first place, information of the current status of school's architecture. To this end, a historical review of architecture for teaching purposes is carried out, including contemporary architecture. Furthermore, the figure of Herman Hertzberger is introduced, as he is a Dutch architect who has understood the binomial architecture-pedagogy as indissoluble, assuming the complementarity of these two and understanding that architecture is a teaching instrument of transcendental importance. Subsequently, the Italian doctor and pedagogue Maria Montessori is presented, as well as the Montessori educational method to which Herman Hertzberger is closely linked. On a solid basis of thought based on the ideas of MªÁngeles Durán, Dolores Hayden and Anna Puigjaner among others, an analysis of Hertzberger's Montessori schools is undertaken from the gender perspective. In the above-mentioned analysis the architectural tools and resources through which the Dutchman brilliantly implements concepts such as care, public, private and domesticity in his schools are documented in depth. Based on the analysis developed, an evaluation method is generated using markers that allow other educational spaces to be analysed from a gender perspective. Finally, the evaluation method is applied in a case study in the city of Valencia, Spain., [CA] En el present treball de recerca es duu a terme, en primer lloc, una revisió de l'estat de la qüestió en quant a arquitectura escolar es refereix. Per a això, es realitza una revisió històrica de l'arquitectura destinada a la docència, arribant fins a l'arquitectura contemporània en l'àmbit escolar. Així mateix, s'aprofundeix en la figura de Herman Hertzberger, arquitecte holandés que ha entés el binomi arquitectura-pedagogia com a indissoluble, assumint la complementarietat d'aquestes i entenent que l'arquitectura és un instrument pedagògic d'importància transcendental. Posteriorment, es presenta a la metgessa i pedagoga italiana María Montessori, així com el mètode educatiu Montessori al qual Herman Hertzberger es troba íntimament lligat. Sobre una sòlida base de pensament basada en les idees de MªÁngeles Durán, Dolores Hayden i Anna Puigjaner entre altres, s'emprén una anàlisi des de la perspectiva de gènere de les escoles Montessori de Hertzberger. En aquesta anàlisi d'aprofundeix en els recursos arquitectònics mitjançant els quals l'holandés implanta de manera brillant a les seues escoles conceptes com la cura, l'àmbit públic, el privat i la domesticitat. Posteriorment, sobre la base de l'anàlisi desenvolupada, es genera un mètode d'avaluació mitjançant marcadors que permet analitzar altres espais educatius des de la perspectiva de gènere. Finalment, aquest serà aplicat en un cas d'estudi a la ciutat de València.

Después de la Segunda Guerra Mundial se inician en distintos países europeos una serie de procesos socioeconómicos que hacia los años sesenta son objeto de una vehemente crítica social. Es entonces cuando situamos el inicio de un interesante episodio de revisión arquitectónica que se produce en paralelo a las crecientes demostraciones de malestar social. Herman Hertzberger fue una figura clave en esta revisión. Consolidó y desarrolló las teorías iniciadas por los integrantes de la sección neerlandesa del Team 10, sentando las bases teóricas de una nueva corriente de carácter local conocida como el estructuralismo holandés. Un análisis preliminar nos permite constatar una serie de influencias en su obra escrita temprana procedentes de otros campos del pensamiento que se opina son claves para la fundamentación de su crítica arquitectónica y de su obra construida. Su investigación en relación con la forma y la estructura supone la traslación a la disciplina arquitectónica de los fundamentos principalmente metodológicos, pero también sociológicos, presentados por Lévi-Strauss, figura clave del Estructuralismo. Por otro lado, su obra temprana se gesta en un momento histórico en el que numerosas ciudades europeas estaban siendo los escenarios de revueltas alentadas por distintos grupos revolucionarios. Estas revueltas encarnaban de alguna forma el descontento social generalizado frente al alejamiento que la construcción del estado del bienestar presentaba frente a sus principios constitutivos, un descontento al que Hertzberger no era ajeno y que trató de contrarrestar mediante el diseño arquitectónico. Desde un punto de vista cultural, estos grupos revolucionarios encuentran en la obra del Letrismo y la Internacional Situacionista el fundamento de sus reclamos. A comienzos de 1968, en un contexto social convulso marcado a nivel regional por las protestas de los provos en Ámsterdam, Hertzberger recibe el encargo de proyectar la sede de la compañía Centraal Beheer en Apeldo, Departamento de Teoría de la Arquitectura y Proyectos Arquitectónicos, Doctorado en Arquitectura

INDESEM has always been an explosion of one week of learning without education. Students themselves are responsible for everything and it is them who make sure that the technical and academic staff warm to the idea of breaking plenty of rules for a week. And you should see what happens when you do! Work continues into the early hours and the building is turned inside out to get at its hidden qualities. The daily routine is disrupted and the cleaners are made aware of their importance. Each time a group of students comes together to perform the task of getting this event off the ground, their own regular studies are largely ignored for the duration. It is only much later that they realize just what they have received in return when, after their studies, it transpires that designing and realizing a building demands a comparable attitude where it is again all down to anticipating, deliberating, seeking out conditions, making (and keeping) appointments.Those taking part come from all over the world, perhaps initially attracted by names and by the Netherlands, but also by the thrill of actually being able to meet and talk with so many others who are in the same boat. The task is no more than a pretext and catalyst for getting into contact with others and discussing with them. The results are merely conceptual models of thinking. The performance that needs generating is to get a group of complete strangers to formulate and present an idea and go on to defend it against all others. In this way, the idea of INDESEM is inciting glimpses of an alternative way of learning, directed to thinking instead of just cultivating external attractiveness. And it deserves to be continued in some way to point at what might be a lesson for the regular education., BK Labs, History, Form & Aesthetics, Urban Studies

The International Design Seminar (INDESEM) has a long and fascinating history. Since the first edition in 1964, each INDESEM has brought students and professionals from all over the world together to explore one relevant architectural issue of their time – in the form of excursions, competitions, and lectures. While INDESEM evolves and changes, depending on the people involved in its organization, each edition exposes current ideas and needs of the students: their views on architecture education, what they deem most relevant, and which designers inspire them. In return, INDESEM inspires educators and helps establish new ways of teaching in architecture. This book presents archive material, publications and interviews with some of the key personalities to tell this exciting story for the first time.