{"id":2677,"date":"2018-03-13T10:43:10","date_gmt":"2018-03-13T09:43:10","guid":{"rendered":"https:\/\/xoxo.capsule.ch\/2018\/03\/13\/educate-global-teach-local\/"},"modified":"2018-03-13T10:43:10","modified_gmt":"2018-03-13T09:43:10","slug":"educate-global-teach-local","status":"publish","type":"post","link":"https:\/\/xoxo.capsule.ch\/it\/2018\/03\/13\/educate-global-teach-local\/","title":{"rendered":"Educate Global, Teach Local"},"content":{"rendered":"

In an increasingly interconnected world, the question of how to adequately prepare prospective architects, urban designers and planners for an international working environment is a crucial topic. The practitioners\u2019 challenging tasks not only include how to appropriately engage with particular conditions on the ground, but usually ask to critically reflect on established design practices as well. The chair of Prof. Marc Ang\u00e9lil has engaged with this subject matter by experimenting with different teaching frameworks over the past decade.<\/em><\/p>\n

<\/p>\n

Global urbanization and international practitioners\u00a0<\/b><\/h3>\n

Embracing the reality of an international, interrelated working environment and the surge of global urbanization \u2013 particularly in the so-called Global South \u2013 two particular teaching formats have been pursued to address an array of urban settings: The Master of Advanced Studies in Urban Design (MAS UD)<\/a>, and Student Research & Design Workshops<\/a>. While the MAS UD<\/a> is a recurring year-long program allowing an international group of professionals to deal with issues of urbanization in developing territories, the Research & Design Workshops<\/a>\u00a0are held occasionally, providing ETH master students the opportunity for a short and intensive trip to a foreign context and to delve into a relevant urban issue. Although differing regarding time, topics and involved students, the two formats share particular attributes that could \u2013 in an analogy to the think global, act local<\/i> paradigm \u2013 be described as an educate global, teach local<\/i> approach.<\/p>\n

Educating with a global attitude<\/b><\/h3>\n

Both teaching frameworks not only seek to incorporate the obvious geographical diversity that presents new contexts, unknown histories and room to reflect on cultural conventions, but also apply the term \u00abglobal\u00bb to a more comprehensive understanding of design work that includes research, problem definition, interdisciplinarity and transdisciplinarity. Confronted with an array of different actors, diverse geographical settings, and \u2013 for example \u2013 political, economic and sociological issues, educating global<\/i> accordingly asks design students to develop proposals through a more wide-ranging and thus global outlook.<\/p>\n

Teaching with a local footing<\/b><\/h3>\n

In parallel, both teaching formats are naturally linked to physical localities and face-to-face encounters. Here, teaching local <\/i>adheres to the fact that design and planning processes are inseparable from the tangible world \u2013 be it within the university\u2019s design studios or in the physical environments of the respective international contexts. Resulting from personal exchanges and discussions on the one hand and embedded in a specific physical location on the other hand, \u00ablocal\u00bb both means a lively exchange between teachers, students as well as other educational actors, and getting directly involved with the given context by conducting field work and cooperating with local partners and stakeholders on site.<\/p>\n

A new generation of reflective practitioners\u00a0<\/b><\/h3>\n

Finally, fostering a comprehensive and critical design approach that merges both conceptual knowledge and tangible experiences, the described teaching formats aim at incorporating the aspect of problem definition into design processes as well. Rather than primarily focusing on problem solving, \u00abproblem setting\u00bb \u2013 as described by Donald A. Sch\u00f6n in The Reflective Practitioner <\/i>\u2013 represents an elemental aspect when working in foreign contexts, because initially assumed challenges and problems often do not turn out to be what they appear to be at first sight. Thus, in this regard, the notion of educating global and teaching local ultimately aspires to support future architects, urban designers and planners to become a new generation of international, reflective practitioners.<\/p>\n

Sascha Delz<\/a>\u00a0is an architect, urban researcher and design instructor. He currently holds a postdoc position at the Institute for Urban Design of ETH Zurich.<\/em><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

In an increasingly interconnected world, the question of how to adequately prepare prospective architects, urban designers and planners for an international working environment is a crucial topic. The practitioners\u2019 challenging tasks not only include how to appropriately engage with particular conditions on the ground, but usually ask to critically reflect on established design practices as […]<\/p>\n","protected":false},"author":3,"featured_media":2678,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","footnotes":""},"categories":[23],"tags":[],"departemente":[138,227,115],"newsletter_ausgabe":[292],"class_list":["post-2677","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-newsletter-artikel","departemente-departement-architektur-d-arch","departemente-ehemalige-lehrstuehle","departemente-prof-dr-marc-angelil","newsletter_ausgabe-nl-37"],"acf":[],"taxonomy_info":{"category":[{"value":23,"label":"Newsletter-Artikel"}],"departemente":[{"value":138,"label":"Departement Architektur (D-ARCH)"},{"value":227,"label":"Ehemalige Lehrst\u00fchle"},{"value":115,"label":"Prof. Dr. Marc Ang\u00e9lil"}],"newsletter_ausgabe":[{"value":292,"label":"NL 37"}]},"featured_image_src_large":["https:\/\/xoxo.capsule.ch\/wp-content\/uploads\/2018\/03\/NSL20Newsletter20March202018_image_SD-1024x768.jpg",1024,768,true],"author_info":{"display_name":"Yaxin Hou","author_link":"https:\/\/xoxo.capsule.ch\/it\/author\/houya\/"},"comment_info":0,"category_info":[{"term_id":23,"name":"Newsletter-Artikel","slug":"newsletter-artikel","term_group":0,"term_taxonomy_id":23,"taxonomy":"category","description":"","parent":0,"count":680,"filter":"raw","cat_ID":23,"category_count":680,"category_description":"","cat_name":"Newsletter-Artikel","category_nicename":"newsletter-artikel","category_parent":0}],"tag_info":false,"_links":{"self":[{"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/posts\/2677","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/comments?post=2677"}],"version-history":[{"count":0,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/posts\/2677\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/media\/2678"}],"wp:attachment":[{"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/media?parent=2677"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/categories?post=2677"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/tags?post=2677"},{"taxonomy":"departemente","embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/departemente?post=2677"},{"taxonomy":"newsletter_ausgabe","embeddable":true,"href":"https:\/\/xoxo.capsule.ch\/it\/wp-json\/wp\/v2\/newsletter_ausgabe?post=2677"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}