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Award-winning Postprint (published version)

Postprint (published version)

Postprint (published version)

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Ethical decision-making models grounded in ethical frameworks comprehend elements of systems thinking such as holistic language and value-guided systems. This paper proposes an innovative educational model for systems thinking in architectural design. Academic members, students, and future users work together as an international architectural design studio team to improve specific real-world living conditions. The model of Build Our Nation aims at reconsidering the whole design process by focusing on rethinking design and rethinking construction. In response to the current global crisis in designing and building, the paper argues that more than a responsible behaviour has become necessary. Starting from the educational stage an ethic of resilience should be pursued and that represents the core of the model proposed by Build Our Nation.

Our cities are full, but our pockets are empty. Spain is facing the worst economic crisis of the democratic era. A huge urban emergency is claiming for attention: there is an urgent need of soil and a chronic lack of resources. Recently, we have observed a new raising phenomenon in our cities: the occupation of urban voids. Urban occupation is not only an illegal practice in our cities, it is also a new building form. The urban occupation practice is modifying the layout of large areas in our cities. Actually, now there is a list of exhibitions, competitions and even public financed programs focused on temporary projects. Temporary architecture is a cheap, sustainable and easily removable way to empty urban voids (abandoned spaces or spaces waiting for a new function). Temporary architecture is also a new opportunity for a social construction of the city. It empowers communities to build their future. Can the urban occupation practice be considered as a new resilient form of architecture? The aim of this paper is to respond to this question analysing the phenomenon of the urban occupation in Spain, through a qualitative perspective.

En una conferencia dictada en Madrid en verano de 1978, Scarpa, hablando de su propia arquitectura, llegó a decir: «Me gustaría que un crítico descubriese en mis trabajos ciertas intenciones que siempre he tenido. Es decir, una enorme voluntad de estar dentro de la tradición, pero sin hacer capiteles o columnas, porque ya no pueden hacerse». Y, en la misma ocasión, hablando de Castelvecchio: «Si quedan partes originales, deberían conservarse, pero cualquier otra intervención ha de ser diseñada y pensada de nuevo. No se puede afirmar: «Yo hago lo moderno —pongo acero y vidrio—»; puede que vaya mejor la madera, o sea más adecuada una cosa modesta. ¿Cómo puede uno afirmar ciertas cosas, si no se ha educado? ¿Educado, como dice Foscolo, «en las historias »,1 o sea, en base de vastos conocimientos? ¿Existe una educación en la materia del pasado?» In una conferenza tenuta a Madrid nell’estate del 1978, Scarpa, parlando della propria architettura, ebbe a dire: “ci terrei che un critico scoprisse nei miei lavori certe intenzioni che ho sempre avuto. Vale a dire, un’enorme volontà di essere dentro la tradizione, ma senza fare i capitelli o le colonne, perché non si possono più fare”. Enella stessa occasione, parlando di Castelvecchio: “Se vi sono delle parti originali, vanno conservate; qualunque altro intervento deve essere disegnato e pensato in maniera nuova. Non si può affermare: “Io faccio il moderno – metto acciaio e cristalli”; può andare meglio il legno, oppure essere più adatta una cosa modesta. Come si possono affermare certe cose, se non si è educati? Educati, come dice il Foscolo, “alle istorie”1, cioè ad una vasta conoscenza? Se non vi è una educazione al passato?”