CAMPUS: Situating the Global University

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Campus is a word imported from Latin.

Campus originally referred to a level space, a field, a sea, or a theater of action—a ground of opportunity. Since the 18th century campus has referred to the grounds of universities, and more recently, to collections of industrial and commercial buildings. Campus is a project that sets out from an understanding of all of these meanings.

CAMPUS Situating the Global University Phillip Denny

Carnegie Mellon University B.Arch Thesis, 2013-2014 Mary-Lou Arscott Rami el Samahy Jonathan Kline Charles Rosenblum

The University & the postmodern Metropole: the Global Knowledge Regime Met·ro·pole, n.: The parent state of a colony.

Origin: late 15th c.: from Old French metropole, based on Greek meter, metro- ‘mother’ + polis ‘city’

The University is a productive entity at the heart of Empire.1 More than ten thousand universities now dot the globe, a flexible meshwork of faculties more or less devoted to the project of Knowledge formation. Today, the University can be found anywhere, all over the world. Whether sited in the metropolis or standing in an idyll, all campuses are enclaves of one sort or another. But before the university took refuge in the Ivory tower it was universitas, a body of faculty and students—an essentially placeless federation.2 Before then, Universitas was a utopian project—a ‘No-place.’

An entity distinctly removed from the political ordering of its context, universitas constituted a space of difference within a city defined solely by the foreign origin of its students and scholars. Not until the sovereign authority of medieval Bologna gifted a chapel to the scholar’s guild did universitas become university, suddenly finding itself on a campus.3 Within the context of late capitalism, the state of the university has reached triple-point. At the beginning of the new millennium the traditional notions of universitas—university as Utopia for the pursuit of Knowledge—have been marginalized by market imperatives: research funds, prestige value, endowment growth dominate the modern University agenda. Universities worldwide continuously produce knowledge, write patents, innovate new technologies. 4 University destroyed Universitas, and is itself at the edge of crisis.

If the groundless universitas was literally utopian, then the modern campus is the ideal University’s heterotopic counter-site. Defined by Foucault as a space that accommodates and reproduces a society’s inversion, the heterotopia is at once removed from its context while at once being intimately bound up within its very culture. The global proliferation of universities at once reproduces the hegemonic subjectivities of Globalization’s will-to-education, while simultaneously negating the sociopolitical context of the heteropic campus.5 Considering the modern university as an effectual mechanism of

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“The Founding of Dartmouth College in 1769.” Engraving by S.E. Brown, 1839, of Eleazer Wheelock with his Anglo-Saxon and Native American students in the frontier of New Hampshire.

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Design for Davidson College, Davidson, North Carolina, by A.J. Davis, c. 1856. AJ Davis considered the design of colleges in the same vein as the design of an asylum, prison, or hospital, with an emphasis on functionality and control.

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

globalization, it ought to be examined through the lens with which we critique globalized capital.6 The replication of the university model across the globe via satellite campuses represents the incursion of foreign logics upon local territories.7 As distinct from colonialism per se, the university is not just a microcosmic core sample of a society and its accompanying politics to be transplanted elsewhere, a project of authoritarian translation, but rather a finite instance of the metropole’s inversion: the university is a metropolitan antithesis. Campus as anti-city, or enclave—what Castells has termed the transnational enclave.8 In the same way that the intimate frictions of vastly differing ideologies incited violent altercations between town and gown in the earliest colleges of Oxbridge, the postmodern campus is imbued with the latent potential to destabilize the status quo.9 Campus has always been a fascinating stage for the playing-out of binary oppositions. The University: standard-bearer for the pursuit of pure Truth, and the same, simultaneously an engine for extracting practical utility from new Knowledge; institutional reproducer of subjectivity, while at once a context primed for the disruption and subversion of subjectivities.

Yet, still, the university, by way of its pernicious intimacy with the complexes of capitalist production, is essentially a normalizing institution.

While the history of the late twentieth century is punctuated by moments in which university’s complicity with the mechanisms of late capitalism incite popular unrest, the story always ends in the same way: a brief period of popular consciousness is followed by an inevitable return to order by means of police action.10 The violation of the campus’ political bounds explicates the crisis of autonomy in the postmodern university.

The superposition of disparate political orders is irreconcilable within the totalizing framework of the late capitalist city. Traditions of autonomy, whether upheld de facto or juridically codified, hold the precinct of campus as an extra-political space.11 This irreconcilable conflict is at the heart of globalization’s absorption of the University in the twenty-first century.

The global dispersion of the University forms a constellation of extrapolitical territories whose supranational coordination echoes that of postmodern Empire. Just as late capitalism’s transnational enclaves are linked by the flows of international finance, world Universities are bound by the pervasive exchange of Information. An archipelago, the global network of universities is both a ‘smooth’ extension of the post-Fordist economy and a discontinuous inversion of the global polis.12 Enmeshed within the complex mechanisms of the global economy, the postmodern university is positioned at the helm of vast flows of capital. Ubiquitous, diffuse, the university is bound loosely together by commonly held rules.

Since the university’s medieval formation a series of dicta have codified the role of the university in society: ius ubique docendi, Constitutio Habita, Magna Charta Universitatum.13

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Academic capitalism forms the modus operandi of the postmodern university, despite its idealized independence from politics and the market. The University in the market economy endlessly chases revenue production. Growth is the dictate of success in the market. More is more. From the creation of non-academic consumable goods found in campus bookstores, to the displacement of student dining halls in lieu of national restaurant brands, campus has become a Consumer Paradise.14 Facing massive governmental de-investment, public universities, too, must engage in market activities as a matter of course. Students have become commoditized, a stream of revenue to be exploited by the burgeoning academic-capitalist complex. Faculties vie for funding linked to enrollment figures, offering courses taught by legions of underpaid graduate students.

The university is yet another industry whose profit margin relies upon the exploitation of a precariously situated labor force.15 The dot com boom of the nineties marked a radical transformation of production in the age of Empire: no longer was the economy tied to the reproduction of material wealth (vis-à-vis the industrial production of goods), but rather, vast wealth would be borne of speculation, the endless manipulation of exchange value. The virtual has unequivocally displaced the material. The disappearance of the factory from urban centers is perhaps the clearest evidence that the city has become the factory.16 The factory is everywhere, and nowhere—a pervasive, ethereal network.17 The rush on the University in the early aughts evidenced the position of higher education as an inroads to the post-Fordist labor market. In 2001, amid the excesses of new Globalization’s bull market university tuition and enrollment surged, soaring past historical rates of growth.

Enrollment, formats, tuition have since multiplied, transformed, and bloated. The market calls for the processing of more students, more tuition hours, more—. The University campus seems to wobble on the edge of anachronism as web-based educational models are the order of the day.

The State’s endorsement of online education, and investment in MOOC initiatives foreshadows an immediate future: Knowledge will be free, and it will be online.

The project of online higher education aims to equitize access to Knowledge. While the World Wide Web University is opening new avenues to Knowledge, the MOOC isn’t itself an equivalent alternative to the brick and mortar institution. The modern University is first and foremost a public space—rarefied air for the ‘Free’ exchange of ideas. In an era in which technology provides the ability for remote surveillance of the private communications of Billions, the web is quickly become less public than even the most insular private college campus. The threatened disappearance of publics is but one part of the crisis of the modern University.18

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The men of Amherst College participate in a calisthenics class led by instructor and pianist at a grand piano.

Engraved view of Pratt Gymnasium, Amherst College.

(Harper’s Weekly, February 21, 1885, p.125)

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Central Concourse, Governor’s State University, Park Forest South, Illinois, by Caudill Rowlett Scott, 1969. Education as a form of Shopping?

“We needed a central concourse which was everyone’s domain, where things would happen that would be relevant to everyone. The program goals of openness and mix of people and activities evolved into the academic street concept. It’s an educational shopping center mall, where you can walk along and find the things you need.”

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Crisis is a moment of opportunity. In which the normalizing parameters of the institution are shaken and dematerialized. Crisis is a duration in which the space of possibilities suddenly becomes vast.19 Witnessing the apocalyptic tail-end of university’s long-arc from religious scholasticism to academic capitalism, the university can be redirected to an alternatively productive model within and against late capitalism. “A building has to hold the forces that might want to transgress its order and should accommodate them through the management of the spaces so that at the same time, the same forces are restrained.” 20 Campus does not disavow the forces of capital and Globalization, but rather seeks to inscribe a space that is simultaneously within and without.

While the concepts of institution and utopia are seemingly antithetical (the institution is literally the ‘establishment,’ the utopia ‘No-place.’), elements of the one are always, necessarily, bound up in the workings of the other.

The University is an institution that holds a utopian ideal at its core, a fact of its heterotopia-function.21 Campus exploits the University’s heterotopian logic by creating an alternative utopia in the contemporary University’s place. The Utopian animus of the University has always been the pursuit of Truth. However, the entry of capital has transformed this simple logic into one of exchange. The modern University is a site for the exchange of knowledge for value, the entry of commoditized knowledge. In order for the University to nourish its ideal it must regain autonomy. The University must divorce the pursuit of Truth from the pursuit of capital.22 While the separation of education from the reproduction of value constitutes a difficult decoupling of the University’s contemporary functions of economy, it can reposition the university as a necessary, productive public at the core of society.23 Campus proposes a space for the exchange, pursuit, and generation of Knowledge that empowers the Knower (the precariously situated Knowledge Worker24) by establishing a discernible place for him within urban society. The Knower is a unique member of the contemporary Knowledge Society. Precariously employed, highly educated, and young; the Knowledge worker’s needs are worlds apart from those of previous generations. Frenetic nodes in a highly charged network, Knowers thrive on proximity, flexibility, and security.

Campus imagines a social contract between universitas and context that governs an order of exchange that is inclusive rather than exclusive, connective rather than disjunctive. By way of a simple agreement, Knowers can become an integrated component in the social ecology of cities.

In exchange for the monetary support of the urbs, the Knower agrees to apply his accumulated knowledge to its dissemination: the Knower becomes Teacher. The city guarantees its own future vitality through this multigenerational exchange. Public investment in the young Knower is repaid by his commitment to become a Teacher, to educate future

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Knowers, and citizens alike. Campus thus short-circuits the late capitalist paradigm of educational attainment: cash for Knowledge, and resituates the university in relationship to a public.

Campus can no longer be a colonized territory of late capitalism, the University an outpost of the disembodied market. For the Institution to regain the precious ground of autonomy, it ought to remember that campus, while referring to ground, structure, and locus of the Institution, originally referred to a battlefield. Now, it would seem that the field has been lost to the market. While the University must strive towards autonomy, it cannot become a hermetic enclave. Throughout its history the University has been, for better or for worse, bound to its reality—and all of the frictions and compromise that entails. Campus thus imagines a radical accommodation of the forces that seek to transgress the limits of the institution and its ideals. A project of utopian realism, Campus recognizes the reality of the University in late capitalism as itself a complex fiction constructed by global forces, and asks: what might happen to our battlefield—campus—when we recognize the forces of global capital as manipulatable flows rather than adversarial conditions?25

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Endnotes: 1 Michael Hardt and Antonio Negri, Empire (Cambridge: Harvard University Press, 2000).

2 Neave, Blückert, Nybom eds., The European Research University: An Historical Parenthesis (London: Palgrave Macmillan, 2006) 3 Hilde de Ridder-Symoens, A History of the University in Europe (Cambridge: Cambridge University Press, 2003) pp. 92-96.

4 Jeffrey Williams “The Pedagogy of Debt” in Edufactory: Towards a Global Autonomous University (New York: Autonomedia, 2009) pp. 89-96.

5 Michel Foucault, “Of Other Spaces: Utopias and Heterotopias” October (March 1967).

6 Manuel Castells, The Rise of the Network Society (Oxford: Wiley-Blackwell, 2000).

7 Andrew Ross “The Rise of the Global University” in Edufactory, pp. 18-31.

8 Castells, Chapter 2: “The Network and the Self” in The Rise of the Network Society 9 The student uprisings of 1968, and 1971 in New York & Paris, and Athens, e.g. Radical student-activist demonstrations had lasting effects on the composition, and policy of Universities and cities. In Paris, after student revolts had ended, the state education system atomized the Université de Paris, creating new campuses in the periphery.

10 Like the uprisings at the Sorbonne, and three years later in Athens, the Columbia Revolt was ended by the intervention of the civic police department. Foucault was greatly affected by a similar experience in Tunisia, March 1968, in which massive student strikes were dissolved by police brutality. See Didier Eribon Michel Foucault (Cambridge: Harvard University Press, 1989) p. 194.

11 The right to political autonomy, specifically the exclusion of the campus precinct from civic control, was established in the medieval period and has been compromised in most Universities. The University of Prague was famously spared in the Russian suppression of the Prague Spring uprisings, 1968.

12 Pier Vittorio Aureli has defined the polis as the socially-produced space of the city; the space of, and produced via politics. The University, understood as an exclusive enclave (cf Manuel Castells, “A New Globe in the Making”), might thus be considered a disjunctive space within the global network.

13 Sheldon Rothblatt, “University as Utopia” in European Research University, Neave Blückert eds..

14 Campus succumbed to Junkspace sometime in the early-2000s. See Rem Koolhaas, “Junkspace” October 100 (Spring 2002): 175-190.

15 Ilkka Kauppinnen has argued that the University is no longer a promoter of national economic competitiveness, but that Universities have impelled the transnationalization of academic capitalism. See “Towards transnational academic capitalism” Higher Education vol. 64, no. 4, October 2012: 543-556.

16 The University is considered a component of the city-as-productive-mechanism in “All Power to Self-Education” in Towards a Global Autonomous University.

17 The un-rooting of centers of production is a key facet of ‘network culture,’ and a contributing factor of the productive agent’s precarity in the late market economy. See Kazys Varnelis, “The Rise of Network Culture” in Networked Publics (Cambridge: MIT Press, 2012) pp. 145-164.

18 The relative attraction of online education may be one symptom of the recent swing towards austerity politics post-2008. See Pier Vittorio Aureli, “Less is Enough” (Moscow: Strelka Institute, 2013) 19 Crisis has been appropriated as a productive force in the postmodern creative economy, see Agenda: can we sustain our ability to crisis? De Smedt, Seegers, Clouette, Neiheiser eds., (Barcelona: Actar, 2009).

20 Pier Vittorio Aureli and Martino Tattara “A Simple Heart: Architecture on the Ruins of the Post-Fordist City” Architectural Design vol. 81, no. 1, January 2011.

21 Rothblatt, “University as Utopia” 22 Autonomy is a precondition for the pursuit of knowledge, as cited by Stanley Aronowitz The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning (Boston: Beacon Press, 2000).

23 Antonio Negri, “From Koolhaas’s ‘Generic City’ to ‘Junkspace’” in Berlage Survey of the Culture, Education, and Practice of Architecture and Urbanism Salomon Frausto ed., (Rotterdam: nai010 Publishers, 2011).

24 Loosely analogous to what Richard Florida imagined as the constitutive members of the ‘creative class.’ See Richard Florida The Rise of the Creative Class (2002).

25 Reinhold Martin “Utopian Realism” Online.

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Table of Contents

Preface: The University & the postmodern Metropole

vii

0 University Atlas

25

I Is Space Political? A Thesis Manifesto

42

II Campus: A History of Utopias III Catalogue Universities Projects Typology Study: Immeuble-Cité IV Étienne-Louis Boullée: Utopia & the Enlightenment Metropolis The Institution and Urban Form: Notes on Culture and Campus V Operating System Assertions VI Scenes Appendices Glossary Bibliography Exhibition & Review Magna Charta Universitatum Formal Index Methods Acknowledgments

52 85

171 220 237 245 299 307 422 426 428 439 451 501 511

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Act I Research

University Atlas

The history of Universities is colored by a perennial struggle: the essential protection of sacred Ideals from the forces that simultaneously support, and compromise the project of Universitas. This irreconcilable knot is arguably the root of the diversity of processes that the contemporary University now engages. No longer a singular pursuit of Truth, the mission of the modern University is a complex ecology of competing, even conflictual, aims and exchanges at all scales.

UNIVERSITY ATLAS

25

N

merica A th r o

161

More than 10,000 universities are distributed across the globe. The global stock of elite universities populate the four richest, highly developed regions of the world, essential points of production in the global knowledge economy.

15 1 19 7 1 1 11 1 111 14

4 5111

2

pe ro

20

Eu ia s A

2522

24

17

Au alia str 27

CMU Silicon Valley

The late 2000s boom economy in the Gulf and East Asia set conditions for the proliferation of satellite campuses. In exchange for extravagant facilities and generous funding budgets, prestigious world universities lend their names to emergent world powers abroad.

Abu Dhabi

NYU Shanghai

Education City

NYU Singapore CMU Rwanda

Adelaide

29

d var

Ha r

Stan

$32 d for

$17 bn

Well-endowed Private universities in the United States lead they are increasingly compelled to cultivate and expand endowments at all costs.

bn

$1

31

$414, 449, 991, 000 total U.S. university wealth (2013)

Algeria Revenue Regulation Fun $77 bn

Brazil Sovereign Fund of Brazil $5 bn

Chile Social and Economic Fund $15 bn

With expansive territories, private police forces, and local currencies, modern universities begin to operate on the scale of nation states. Taken individually, university revenues often eclipse the GDP of small countries. The cumulative wealth of U.S. universities surpasses the sovereign wealth funds of many countries.

Russia National Welfare Fund $88 bn

Kuwait Kuwait Investment Authority $386 bn

nd

China National Social Security Fund $160 bn Hong Kong Hong Kong Monetary Authority $326 bn

Qatar Qatar Investment Authority $115 bn

Singapore Singapore Investment Corp. $285 bn Australia Australian Future Fund $285 bn

33

University research labs at many of the United States' elite institutions receive funding to develop new technologies for warfare through the aegis of the Defense Advanced Research Projects Administration (DARPA). DARPA innovations include Predator drones, Tomahawk cruise missiles, and Siri速.

mn $20

bn

mn

$2.0

$15

bn

$1.5

n $1b mn $10

n $5m bn

$0.5

SITY IVER N U Y MIT VARD RSIT ICHIGAN HAR UNIVE OF M Y YALE ERSITY RSIT NIA NIVE U UNIV A SYLVA I N B N M E SITY COLU SITY OF P NIVER U R N E O V E LL UNI LAND EGIE M CARN SITY OF MARY R ERSITY E V I I UN INS UN V K P O H JOHN’S IA Y OF VIRGIN UNIVERSIT

DUKE UNIVERSITY

STANFO

RD UNIV ERSITY

DARPA

Federal F u

nding

35

1850 1900 Crisis: 2001 The beginning of the new millenium coincided with a dramatic increase in university enrollment in the United States. In the long-tail of the dot. com era, universities held a monopoly on entrĂŠe into the labor market. As with any rush on

1950

0

0 0 , 0 0 20,3

0 2 0 , 9 $5 $40,000

2000

2013

4 5 0 , 0 $5

Tuiti on Enro llme nt

Med

ian I

ncom

e

37

Student Loan Bubble $600,000,000,000 (2000)

At last count the total value of all outstanding higher education loans in the United States surpassed $1.2 trillion. The student loan bubble, a product of unscrupulous lending practices and more disastrous than the subprime mortgage crisis of 2009.

1940: 1,000,000

$1,200,000,000,000 (2012)

US Higher Ed. Enrollment Total

1970: 8,600,000

1960: 6,000,000

1990: 16,200,000

$340,000,000,000 (2000) $400,000,000,000 (2009)

2010: 20,200,000

Subprime Mortgage Crisis

2009 Bank Bailout $700,000,000,000 39

Ant Farm, Clean Air Pod, installation in Lower Sproul Plaza, University of California, Berkeley.

April 1970. Air Emergency performance.

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Is space political? a thesis manifesto It is not without a measure of intention that the title of Fredric Jameson’s seminal essay forms the first half of this proposal’s name. Jameson’s polemical argument for the inherent social consequence of the built environment inveighs against contemporary architecture’s seeming aversion to the earnest engagement of Politics.1 While it may be worthwhile to search for the root of New Architecture’s collective political muteness, the evidence of this dire situation is present in arguably infinite abundance.2 This thesis accepts the agnosticism of contemporary architecture as a condition that calls for an urgent critique.

Qualification 1: This thesis is not directed toward developing a utopian vision.* “Is Space Political? The Architectural Form” is a thesis that seeks to define the limits of the contemporary city in supporting it’s own transformation. The project starts from 1 Alejandro Zaera-Polo’s The Politics a position that holds the city as a collection ofSee the Envelope for a reader on how to of artificial layers that organize and direct the stop worrying about urbanization and find marginal political agency. flows of capital, production, and people that architecture's 2 Refer to parametric architecture’s constitute the contemporary market-society. relentless iteration of vapid forms. See also architecture’s retreat to non-political, or The thesis project will attempt to catalogue the politically agnostic domains–cf. Greg Lynn, constituent elements of the city, re-appropriating Matias del Campo, Patrik Schumacher… continued on suckerpunchdaily.com. them as materials to be redirected toward 3Echoes of Rem Koolhaas’ series of the transformation of the metropolis. Broadly studios conducted at the Harvard Graduate School of Design 1996–, intentional. speaking, Is Space Political? is a project on the 3 city. The ends to which these catalogued elements will tend cannot be known

The project aims to investigate the potential of an architectural typology in reorganizing the meshwork relations that define the city. This thesis holds that the future ordering of the city lies not in infrastructural intervention vis-à-vis Robert Moses or contemporary landscape urbanism-as-such, but rather through the operative potential of architecture to define the urban experience.

Qualification 2: This thesis rejects the notion that architecture is powerless.

Architecture has hitherto buried its collective head in the sand. Turning toward a series of -ism’s in an attempt to escape direct confrontation with the pressing matters of the modern world, architecture culture has successfully avoided progress since 1927.4 Pier Vittorio Aureli’s research on the political capacities of architecture begins to define a direction for an architecture of political agency. Aureli’s framework rejects the notion of a meliorist architecture to save the world, but rather seeks to expand § It might also be about: the city, the relevance of architecture in society by urbanization, education, avant-garde history, Marxism, Neo-Materialism, operating directly on the cities of today. It is collectives, forking paths, political clear that the model of the architect as skilled activism, Neo-liberalism, pedagogy, craftsman is obsolete, increasingly irrelevant, economics, the 1% (also the 47%, 99%, and all percentages thereof), schools, and effectively marginalized. This thesis critical theory, cultural hegemony, intends to expand the effective realm of the Structuralism, precarity, postmodernism, architect by eschewing rear-garde discourse Italo Calvino, Late Capitalism, postCritical, pluralism, post-Fordist, the on computational form, sustainability, creative class, cultural capital, Taylorism, technics, in favor of a discourse on the city. non-linearity, Absurdism, reactionary modernism, The Plague, Foucault.

4 “There is no progress–like a crab on LSD, culture staggers endlessly sideways.”‡ 1927 of course being the year in which Ludwig Mies van der Rohe curated the Weißenhofsiedlungen Exhibition, in Stuttgart. ‡ Koolhaas, Rem. Junkspace. 2001.

Qualification 3: This thesis is about architecture.§

Specifically, this thesis intends to investigate a typological–architectural/urban form, and its potential to reconfigure urban dynamics. Starting from the position that the market-driven processes of urbanization have overrun the city–that is to say that the city is no longer a form in itself but rather the collective residue of urbanization–

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Weißenhofsiedlung Exhibition, 1927.

IS SPACE POLITICAL?

45

46

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

"Pictures at an Exhibition," O.M. Ungers, The city in the City: Berlin: A Green Archipelago.

this thesis intends to investigate methods of redirecting urbanization, and operating on urbanized areas.

The urban type to be investigated is the university.

No other institution, architecture, or urban form has transformed more dramatically in the course of its history. The university as an institution has been able, until very recently, 5 Tarak Barkawi recently outlined The to resist the destructive influence of the market. Neoliberal Assault on Academia for al(April 2013).

Until the early twentieth century the university has Jazeera 6 Learning for the sake of learning being represented a center of bold thought, a refuge and in opposition to learning for the sake of incubator of dissent. Very recently, the university service to the market. has become yet another extension of the market.5 The project argues the position that in order for the city to resist the apocalyptic forces of the market it must preserve spaces unsaturated by the market–the university must be re-imagined in its pre-Industrial Revolution state–an island of learning for the sake of learning.6 Grasping upon O.M. Ungers’ definition of the archipelago, the university, newly free of market influence, may become an archipelago to re-direct the urbanized city to new futures.

An investigation of the university as both architectural type and urban formation may yield a new morphological definition that can redirect urban, civic and educational dynamics.

The thesis is predicated on an understanding of the university as an institutional form whose presence in a society generates a space of argument and disputation.

This thesis is thus aimed at the manipulation of the university-space as an integral part of the larger spatial formation that determines the political ordering of the city.

The project will examine the respective grounds on which the institutions of the city and the university stand in order to put forth a new typological definition: campus as urban field—an expanded territory of learning.

IS SPACE POLITICAL?

47

1209 - University of Cambridge founded in Britain by an association of scholars.

Law, ius gentium.

1088 - University of Bologna founded in Italy by a consortium of student

1550

1400

1200

1500

1300

1100

1517 - Martin Luther writes The Ninety-Five Theses at the University of Wittenberg, launches the Protestant

1502 - University of Wittenberg founded in Germany.

1229 - University of Toulouse founded in France.

travel in the interests of education.

First instance of the concept of

1158 - University of Bologna adopts academic charter, Constitutio Habita,

1096 - Teaching begins at what would become University of Oxford in Britain.

1150 - University of Paris (later the Sorbonne) founded in France.

Morrill Land-Grant Colleges Act 1862creates public universities with specialities in agriculture, and technology. These included Purdue University, The Ohio State University, and Cornell University.

1865 - Massachusetts Institute of Technology founded.

Institute becomes first technical school in United States.

1833 - Oberlin College founded; first coeducational institution in United States.

1836 - Wesleyan College founded; first United States institution to grant degrees to women.

1764 - Brown University founded by

Beginning of the first Industrial

Academy of Pennsylvania in 1749, renamed the University of Pennsylvania in 1791.

1850

1750

1650

1900

1800

1700

1600

1885 - Bryn Mawr founded to offer women graduate study opportunities.

opens in Massachusetts.

University.

1837 - Cheyney University founded,

of the University focused on the

1810 - Wilhelm von Humboldt founds University of Berlin in Germany.

1790 - U.S. issues first patent.

Dartmouth College, an early frontier college, was founded in 1769 in the New Hampshire wilderness.

1754 - Columbia University founded

by Anglicans as Kings College in New

1746 - Princeton University founded as College of New Jersey.

progressive.

1701 - Yale College founded after conservative Puritan ministers deem

1693 - William and Mary College founded. 20,000 acres of land are given to the school for its endowment.

It is funded in perpetuity by a tobacco tax and annual budget appropriation;

1636 - Harvard College founded in Massachusetts. The institution begins to grow its endowment early on.

1950

1930

1910

160,000

1940

1,000,000

1920

500,000

1900

2,700,000

1944 - G.I. Bill provides tuition benefits to those who perform service in the U.S. military.

Tribune sports column.

1936 - Stanley Woodard coins the

Street. Great Depression begins.

1920 - Bauhaus formed by Walter Gropius.

1900—fewer than 1,000 colleges with 160,000 students in the United States.

a protest of decreased educational spending.

2010 - Thousands of demonstrators

1973 - Athens Polytechnic becomes a site of mass demonstration as students and faculty reject the rule of the military junta.

1970 - University of Paris dissolved into thirteen autonomous universities.

1968 - SDS activists occupy administration buildings at Columbia University.

2010

1990

1970

2020

2000

1980

1960

2011 - Students in Chile reject proposed educational reforms. Initiate a series of protests that leave

10,200,000

1988 - 776 universities adopt the Magna Charta Universitatum at the University of Bologna, which declares the essential fautonomy of universities from political authorities and economic powers.

9,000,000

1972 - Educational amendments bill prohibits bias on the grounds of sex at any educational institution receiving federal financial assistance.

8,600,000

provision barring police forces from entering the grounds of Prague University.

1969 - During the suppression of Prague,

5,500,000

16,100,000

U.S. Higher Ed. Enrolled Students

20,300,000

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Campus: a History of Utopias Utopia No other institution conjures such a visceral nostalgia as the University in the United States. With shaded quadrangles and Ivy-covered edifices, the University campus has engraved a vivid image in the minds of the millions that have dwelled upon it. The University is a utopia, as Le Corbusier remarked, “a fleeting period of graceful life.”1 For many, the University is paradise, a fantastic image reinforced by its ubiquitous depiction in all forms of cultural output.2 The University is arguably the most popular form of Utopia. It is an institution that operates as much in Education and Research as it does in Dreams—whether personal, Institutional, or National, the consumers of University are impelled to campus by ambitions of betterment and success.3 There are more than four thousand such institutions in the United States alone, ready to sell students a carefully packaged, reputable dream.4 “The dream of the University in the United States is one of personal prosperity, and success. Everywhere the maxim is repeated, Education is power, only by increased education will you be able to compete, become upwardly mobile. The University is in this sense a gatekeeper, 'selling tickets to the affluent life.'”5 Over the course of three centuries the college campus has become a familiar sight on the American landscape. Everywhere the pursuit of veritas can be seen deftly translated into brick and mortar. Whether Athens, painstakingly reproduced in Ohio, or Georgia, or in Glass and Steel: Dessau suddenly appears in Chicago, c. 1940, the University is always a characteristically other place. 6 The University is both a mirror of society, and a society unto itself—like Athens, a City founded upon a unique vision of Truth’s value, the University is first and foremost a political body.

And yet, is important to remember that the early history of the University in the United States varies wildly from the institution’s

emergence in medieval Europe. At first, just a peripatetic confederation of scholars no buildings, but rather was prone to wander—impelled, in most cases either by the promptings of a Town whereupon the scholars had overstayed their welcome, or perhaps a better offer from a rival City. From the twelfth to the fifteenth centuries, Universities wandered throughout Europe.7 Without dedicated buildings universitas was literally placeless. Rigorously composed societies held common rules, goals, and ideals, though without a place. Medieval Universitas endures as one of history’s most vital utopias.

In Europe, the first campus was established on sacred, monastic ground.

The faculty of Bologna was bestowed a scholars chapel. Ever since, the campus (literally the grounds, buildings, and precinct of the School) have been a ground revered in different times, and by societies differently composed. Campuses for higher education have been present in every society for nearly nine centuries, artifacts of their times, and registers of the history that has taken place on and around them. By the time the first Universities were founded in the fledgling colonies of the New World, they had become as much urban projects as educational ones.

The Colonial Colleges No sooner had the first settlers founded the Massachusetts Bay Colony, had they formed a fully function college—what would become Harvard—the oldest University in the United States. The relative swiftness with which the first Colonial colleges were founded reflects a unique commitment to education in the early settlement of the New World. By and large the largest build structures in the colonies, the earliest colleges were housed in singular buildings, Old Main at Vassar, e.g. As the early colleges grew, however, they did not expand as they had at Oxford and Cambridge, as extensions of closed quadrangles, but rather, , the college became housed in a plurality of separate structures. Perhaps reflective of an early form of American pragmatism (the construction of separate buildings reduced the risk of catastrophic loss in the case of fire, then a very real danger in largely timber-framed buildings), the abandonment of the quadrangle was perhaps a conscious eschewing of Old World tradition.8 The emergence of campus as a form of urbanism also marks an early trend in the relationship between the University and the City. Whereas the Universities of Europe had positioned themselves as autonomous, sometimes antagonistic, confederations within an urban situation, in the United States the University’s legacy would be marked by its intimate alliance with the functions of State. Whereas the quadrangles of Oxford had set a limit between the territories of University and City, the urbanism of campus in the United States would largely dissolve these limits in a constant act of expansion.

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University of Notre Dame, South Bend Indiana, c. 1890.

(Engraving by E.A. Wright in Catalogue of the University of Notre Dame, 1897-98)

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University of Virginia, Jefferson Plan. Engraving by J. Serz, 1856.

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The Colonial Colleges were thus expressly extroverted. Eleazer Wheelock’s college at Dartmouth, founded in the middle of the eighteenth century, was tactically positioned in the wilderness of New Hampshire in order to make contact with Native Americans, who could more easily be integrated into the project of the New World. The University becomes, early on, an instrument of cultural imperialism.9 Nostalgia The University, the utopian program par excellence, has so often attempted to bridge the gap between place and placeless. Every University campus is a reference to somewhere else, be they in reference to the Universities of Oxbridge, or classical Greece, campuses all have a desire to manifest heritage. The conscious representation of venerability drew Universities to champion revival styles throughout the nineteenth and twentieth centuries.

“A college must have buildings… because there must be something to give the public a pledge of the permanency of the institution—and something that will be a center of attachment for its members.”10 Even by the mid-nineteenth century, the reproduction of an anachronistic Gothic style was intended to manifest an “instant heritage.”11 In each case, the campus is intended as an allusion to another place—campus buildings take on another performative aspect—the creation of nostalgia. The realization of Utopia is architecture’s essential struggle, after all—architecture is the formation of Utopia, and the process by which it is imperfectly realized.

Ideal At the University of Virginia the Ideal is an interpretation of campus as an “academic village.”12 The University of Virginia notably inaugurates a series of campus traditions: the University as a microcosm, or a community unto itself, the campus Idyll, and campus as a collection of buildings each with separate functions. In many ways the campus of the University of Virginia could be considered “modern” for its time. Its planning was innovative, informed by concepts related to progressive Education, hygiene, and historical precedent. These concepts, however carefully grafted onto a Greek Revival architectural frame, still remain at odds with the values they are intended to reflect. Principles of Athenian Democracy are cut down by the very real realities of the institution in the Slavery-era United States. Campus is often heterotopian—embracing conflicting values within a finite space.

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For as effectively the University of Virginia’s mall echoed Classical Athens, the institution’s operative structure was founded at odds with the Greek precedent. An elitist institution, the University excludes the participation of minorities, and women, until the twentieth century.

Until the Civil War, the University of Virginia provides slaves for the use of enrolled students.13 Just as architecture’s styles always change, the image of the Ideal campus has varied radically across centuries. Whether situated on the Frontier, or nestled in a New England hamlet, the construction of campus has always been in service to the pursuit of a society more Perfect, and the forms to accommodate it. Representations of the University’s pursuit of Truth have been radically altered time and again by incursions of other forces: state, institutions, and capital, some examples among many. However, one consistent trait among all campuses, is that there always exists a critical dissonance between the rhetorical parlance of the University’s architecture, and the Ideals it professes to cherish.

Paradise The centrality of higher education, and the campus as epicenter, in American life is indisputable, but highly under-examined. Perhaps too sacrosanct to readily critique (we only too happily ignore our own contradictions), it has been clear for decades that the University holds a special place in the lives of its graduates. Even Corbusier took notice of this extraordinary nostalgia during his lecture tour of Ivy League Universities in 1947: “Americans constantly say: ‘at college…” It reflects the presence in their hearts of a great and fine period—the fine period in their lives. Luxurious fraternities at the universities throughout the country continue to bring together serious businessmen, and prolong through life the radiance of the years of youth.”

For millions, the University campus represents a readily accessible, popular utopia. It is a brief, fleeting period of life nurtured by Alma Mater. In many ways the myth of the modern University education—a four-year long luxury vacation slowly directed toward a comfortable, affluent lifestyle—is no longer relevant.14 In recent decades, as the Economy continues to stagger sideways, saddled by a string of crises and crashes, the idea that Alma Mater will provide a prosperous future, is no longer so certain.

The proliferation of new Higher-Education-products—the two-year Associate Degree, Night School, Continuing Education, Online Degree-Mills—has not so much devalued the University degree as much

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as it has fueled the fire of social stratification in Higher Education.

Elite Universities continue to reinforce exclusionary practices that insulate, and reproduce privilege. The use of testing metrics that bestow unqualified privileges upon opportunity-saturated applicants, the charge of exorbitant tuition, and the careful curating of diversity are all mechanisms in the construction of serenity. But these phenomena shouldn’t be considered new per se, but rather only the most recent manifestations of long-standing exclusionary traditions.

For Profit The cost of a University education is so inflated, and the average alumnus’ debt so common, that to question the degree’s value is tantamount to sacrilege. Everywhere the value of Education is repeated and echoed. Advertisements for ‘Universities’ are a common sight— whether pasted upon the sides of Public Buses, or lining the pages of in-flight magazines. Higher Education is touted as a purchasable, though expensive, ticket to an affluent life.

Higher Education’s transformation into a mass-market consumable is only a recent phenomenon, largely coming about in the second-half of the twentieth century. Following the end of World War II and the subsequent G.I. Bill, Universities in the United States found themselves with a sudden influx of students. Throughout the 1960s and 1970s, ‘expansion’ became the priority of nearly every campus in the United States. University enrolments in the U.S. doubled from two million to four in the ten years between 1951 and 1961.15 The overburdening of campuses with new students prompted Universities to seek out new strategies for campus design and expansion. For many campuses, like the Tuskegee Institute in Alabama, or Black Mountain College in North Carolina, that answer was a turn towards modernism.

Whereas Beaux-Arts master plans historically allowed for the gradual completion of a pre-ordained end form, the best modernist plans tended to allow for the organic growth and expansion of the University along any number of edges or nodes. This shift in campus planning attitudes led Josep Lluís Sert to remark, “a university campus is a laboratory for urban design.”16 The sudden densification of college campuses in the 1960s spurred the creation of new forms of campus informed by new concerns. The opening of the University to a new class of student by the largesse of the G.I. Bill transformed higher education into a mass-market product, an integrated part of the lives of millions. No longer would it be feasible for all students to live, work, and learn on campus. Community and “Commuter” colleges offered convenient options for students with full-

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time jobs, or families at home, to get an advanced degree. Suddenly, campus planning became an exercise in the efficient management of automobile traffic.17 University’s catering to convenience further aligned higher education with the logics of consumption, even leading the architects of Governor’s State University to adopt the shopping mall as a precedent for campus architecture, “an educational shopping center mall, where you can walk along and find the things you need.”18 Following the “Boomers” buy-in to the Higher Education, a precedent was set that future generations would pursue University as a step toward prosperity. Between the 1970s and 1990s, student enrolments continued to increase at rising rates. In tandem with increasing student populations, by 2006 the number of U.S. citizens with student loan debt surpassed 100,000,000, nearly one in three Americans.19 While federal student loan programs, like the Guaranteed Student Loan (GSL) program, which was created in 1965, have extended the opportunity of a University education to millions since their inception, they have consequently propagated disconcerting trends in the overall, rising cost of higher education. Between 1976 and 2002, the total cost of attendance, which includes, tuition, fees, room, and board, at all institutions ranging from community colleges to Ivy League Universities, rose from $2,275 to $12,111, an increase faster than three times inflation. This phenomenon, which has been called the “Pedagogy of Debt,” marks a shift in the purpose of the University in the United States from an institution with Jeffersonian Ideals—individual betterment in service to a better Society—toward the production of ‘conscripts’ to the market.20 Utopia: Quo vadis?

The history of the University’s diversions in the United States is rich and complex. Throughout its comparatively brief lineage, the University has been instrumental to the pursuit of a broad range of goals. Whether as a wealthy patron’s political valve, or means of self-aggrandizement, his moral salve, or a state’s mechanism of nation building, or even an endeavor of commerce—the history of the University in the United States is a narrative of instrumental utopias and heterotopias conjured for reasons that largely transcend Education. The University’s historical development in the United States traces a trajectory that leads us to the immediate present: the University today is a complex organism deeply entangled in the workings of State and capital—the late modern campus is a singular site within a vast network of increasingly trans-national interests.

Historically, the evolution of new forms of campus have been impelled by the tensions of Institution and something else, whether that be a city, a government, a corporation, or otherwise. The current milieu of campus

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Campus planning as an exercise in parking design.

Cypress College, Cypress, California.

Master plan by Caudill Rowlett Scott and William Blurock & Partners, c. 1967.

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Columbia University in the City of New York, 2013.

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and University is saturated by forces that transgress the autonomy of the University, and still, recent decades have yet to bring to light radical reformulations of the collegiate environment. The campus revolutions of May 1968 at the Sorbonne, and Columbia University in New York for a brief moment managed to subvert the role of architecture as a concrete representation of the Institution, but these revolutions were only ephemeral moments in time.21 The University campus’ transformation into a type of urbanism, one that so easily aligns with the mechanisms of the late capitalist city, can only be seen as the recent defeat of the Ivory Tower. What was once a metaphor for the incomparably ‘autonomous’ ground of academia, seems now not so far removed from the monuments of corporate America, the glass-clad Towers and office parks now themselves forms of campus, and not so indistinguishable from their academic forebears. The hortus conclusus of monastic tradition—pristine ground framed in Architecture—and the modern campus-as-city, are two failed paradigms. They are dialectical antitheses that have bookended the trajectory of campus’ evolution.

In earnest recognition of the myriad forces that have historically convened in the space of the Institution, despite architecture’s role as rampart, or ‘limit,’ it seems then that the two paradigms that have defined campus’ autonomy-function, are ineffectual, or obsolete. If today’s campuses are futile ramparts against the pervasive forces of capitalism, then it can be expected that a synthetic composition of the two paradigms would yield a new situation. A first approach toward this new paradigm would radically embrace the capitalist city on its own terms, within a definitive limit—what has been called the ‘territory’ of campus. In this way campus can function as a frame to accommodate the forces that seek to transgress it—in which the accommodation of one influence sympathetically reinforces its opposite.22 And yet, is this other, synthetic, heterotopian paradigm explicitly new? Or is it an uncannily accurate appraisal of the current state of University campuses? Everywhere campuses integrate conflicting ideologies, intents, and values without compromise. Competing faculties and value-systems are bound together by a superficial landscape-framework of tree-lined pedestrian walks and Beaux-Arts axes. Departments focused on the manipulation of international markets are positioned in intimate proximity to academics whose duty it is to critique them. From Dartmouth to Kigali, Universities continue to proliferate—microcosmic projections of an increasingly global society. The forms and will-to-form of the University today are a model of a burgeoning Society’s networkmechanisms: its contradictions and complexities, its pervasive fictions and realities.

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If in many ways campus is no longer the utopia we once dreamed it—Universities are no longer isolated, no longer inaccessible, they are increasingly integrated with governments and industry—then Society has perhaps at once gained a constellation of “Some-places,” while losing a prized “No-place.”23 More important than nostalgically mourning the loss of utopia, is asking the question, “Quo vadis?”24 In light of universitas’ recent departure from the American campus, we ought to remember that utopias have a disheartening habit of turning into dystopias. It is clear that our late modern Universities have largely eschewed the autonomous qualities of universitas in favor of an embrace of capitalism and its productive virtues, and, that this adoption has produced new campus forms. This is not a pessimistic appraisal, but rather an observation that the incursion of external forces has historically induced change in institutional and architectural realities. Given this fact, campus—architecture & territory as University incarnate—holds a glimmer of hope for the University to again approach universitas.

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Endnotes: 1 Le Corbusier, When the Cathedrals Were White (1947) p. 134 2 “A great and fine period—the fine period in their lives.” Le Corbusier, p. 134 3 Among the many narratives the University enters into, the mission to better the individual has persisted since Jefferson’s founding of the University of Virginia.

See Thomas Frank. “Academy Fight Song” The Baffler no. 23 (2013) Online.

4 “Digest of Education Statistics, 2012” US Department of Education, National Center for Education Statistics.

5 Thomas Frank, “Academy Fight Song” 6 Mies’ design for the IIT campus was the first extensive use of a Modernist architectural paradigm at the scale of a campus.

7 University of Paris, e.g., See Neave, Blückert, Nybom eds., The European Research University: An Historical Parenthesis (London: Palgrave Macmillan, 2006) 8 Paul Venable Turner, Campus: an American Planning Tradition (Cambridge: \ MIT Press, 1984) p. 28 9 The College on the Hill: a Dartmouth Chronicle (Hanover, NH 1964.)

10 Turner, 43.

11 Turner, 46.

12 “It is infinitely better to erect a small and separate lodge for each separate \ professorship, with only a hall below for his class, and two chambers above for himself… The whole of these should be arranged around an open square of grass and trees, would make it, what it should be in fact, an academical village.”

Turner, Preface to Campus.

13 Meghan Faulkner “Slavery at the University of Virginia” 2013. Online.

14 Thomas Frank, “Academic Fight Song” The Baffler. Online.

15 Turner, 249.

16 Turner, 271.

17 Paul Rudolph’s design for UMass Dartmouth, is a good example of this phenomenon. A branch campus of the University of Massachusetts, the campus accommodated day students exclusively.

18 Turner, 278.

19 Jeffrey Williams, “Pedagogy of Debt” in Toward a Global Autonomous University (New York: Autonomedia, 2009) p.155.

20 Williams, 160.

21 Student uprisings and Town-Gown antagonisms are a perennial feature of University History. The first major documenting uprising being the St. Scholastica Day Riot, 1355, in Oxford, which left dozens of scholars and ‘Townies’ dead, following an argument at a local tavern.

22 Pier Vittorio Aureli has likened this to the biblical concept of the ‘katechon,’ see “A Simple Heart: Architecture on the Remains of the Post-Fordist City” in Architectural Design vol. 81 no. 1 (January/February 2011) 23 Sheldon Rothblatt, “University as Utopia” in The European Research University: An Historical Parenthesis.

24 See “Campus Americanesis – Quo Vadis?” in Campus & the City: Urban Design for the Knowledge Society, Kersten Hoeger, Kees Christiaanse, eds., (Zurich: gta Verlag, 2007)

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Politics

More than an essential site in a transnational economy of knowledge and information, the University is a producer of subjectivity. The production of patents and the ruthless accumulation of Knowledge is conducted by a vast army of Voluntary Prisoners indebted to the Institution. Universitas in loco parentis, the University itself is a producer of subjectivity. An incubator of the Knowledge Class, the University enriches students with Truth while simultaneously acquainting them with the logics of a globalized society. Whether the natio of medieval Europe or the emergent political bodies of May 1968, the University always impels the formation of a polis.1 1 See Pier Vittorio Aureli, "Towards Edufactory: Architecture and the Production of Subjectivity" Architectural Association School of Architecture, 2012. Online.

POLITICS

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The Sobonne Occupation Committee convenes the student body during the May 1968 occupation.

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Sorbonne, 1968 The Sorbonne is occupied during the May 1968 events in France.

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Columbia University, 1968 Following upon several days of building occupation

by SDS student activists, the NYPD violently cleared university buildings with tear gas and brute force. Approximately 132 students, and 4 faculty were injured, with over 700 arrests.

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"The university is located in a permanent position of social influence.

It's educational function makes it indispensable and automatically makes it a crucial institution in the formation of social attitudes.

In an unbelievably complicated world, it is the central institution for organizing, evaluating, and transmitting knowledge. The extent to which academic resources are presently used to buttress immoral social practice is revealed, first, by the extent to which defense contracts make the universities engineers of the arms race. But these social uses of the universities' resources also demonstrate the unchangeable reliance by men of power on the men and storehouses of knowledge: this makes the university functionally tied to society in new ways, revealing new potentialities, new levers for change. The university is the only mainstream institution that is open to participation by individuals of nearly any viewpoint.

These, at least, are facts, no matter how dull the teaching, how paternalistic the rules, how irrelevant the research that goes on. Social relevance, the accessibility to knowledge, and internal openness— these together make the university a potential base and agency in a movement of social change."

Port Huron Declaration Manifesto of the Students for a Democratic Society, 1962

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Prague, 1968 Under the rule of the Russian Tsars, police forces were out of jurisdiction on the grounds of the university. This code was followed during the Russian repression of the so-called "Prague Spring" of 1968.

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Athens Polytechnic, 1973 Student protest of the ruling military junta incites open rejection of the transitional government on November 14, 1973.

Three days later martial law is declared.

Columbia University

Manhattanville in West Harlem Project "As students of Columbia University, we find it impossible to stand aside as our university actively ignores and evades the rights of the West Harlem community. Instead of engaging the community in respectful and open negotiation, Columbia has pursued an expansion plan of disruption and displacement. We believe that the community has a right to affordable housing, living wage jobs, and a prominent voice in any development plan for its neighborhood. We believe that Columbia's plan must recognize the rights of all people regardless of their economic background or race. We believe that Columbia must concretely apply the principles of the Community's 197-A plan to its planned expansion.

As informed and active members of this institution, we refuse to allow the current expansion plan to go forward in our name. We stand in solidarity with Community Board 9's demands and therefore insist that Columbia withdraw its 197-C proposal to rezone Manhattanville.

We are not against expansion. We are for accountability. Our demands are the community's demands."

Columbia University's Student Coalition on Expansion and Gentrification's Statement of Demands to University President Bollinger.

High Density

Continuous Street Wall Limited Access Points Internal lawns

Urban Enclave Typology

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Manhattanville in West Harlem Development Project

Columbia University's plan to develop Manhattanville in West Harlem stretches between 125th and 133rd street West of Broadway. The University has been systematically accumulating residential property for student and faculty housing. Columbia's project calls for the rezoning of the neighborhood from light manufacturing use, to mixed-use development.

Low-income Housing

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Catalogue

Harvard University Carnegie Mellon University Massachusetts Institute of Technology Illinois Institute of Technology Freie Universität Berlin Universiteit Utrecht Eidgenössische Technische Hochschule (ETH) Technische Universiteit Delft Brandenburgische Technische Universität Cottbus Universitat Politècnica de Catalunya Lomonosov Moscow State University Pratt Institute University of Cambridge University of Massachusetts-Dartmouth University of Virginia University of Illinois at Urbana-Champaign

CATALOGUE

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University of Utrecht TU Delft

Carnegie Mellon University of Chicago IIT University of Illinois Stanford University

Catalogue The campuses represented in this study represent the wide range of university forms present globally.

Studies include urban, and greenfield campuses of private and public universities.

University of Cambridge University of Oxford University College London Harvard MIT

Yale Columbia Princeton UPenn University of Virginia USC

EPF Lausanne

UPC Barce

elona

RUG

Lomonosov Moscow State University Humboldt University FU Berlin BTU Cottbus

ETH Zurich

1

3

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Freie Universität Berlin Harvard University Eidgenössische Technische Hochschule Zurich Massachusetts Institute of Technology Brandenburgische Technische Universität Cottbus University of Illinois at Urbana-Champaign Lomonosov Moscow State University Technische Universiteit Delft Illinois Institute of Technology Carnegie Mellon University University of Virginia Universiteit Utrecht Universitat Politècnica de Catalunya University of Cambridge

2

4

5

6

7

8

9

10

11

12

13

14

Harvard University

Harvard University Cambridge, Massachusetts USA Founded: 1636 Faculty & staff: 14,866 Student population: 20,042 Foreign student ratio: 20% Male / female ratio: 52% / 48% Annual budget: 3,700 mn USD (2013) Colonizing: Harvard's expansion plan relies on massive investment in Allston, across the Charles river.

Harvard University is situated within the historic city of Cambridge Massachusetts.

Harvard's presence in Cambridge since 1636 has led to the development of a campus fabric that is finely enmeshed with Cambridge. The oldest continuously operating university in the United States, Harvard is considered by many to be the world's lead university. Since its founding, Harvard has amassed and nurtured an endowment whose value dwarfs that of most countries. Harvard's continued growth calls for the continuous construction of new institutional spaces: educational, research, housing, etc. Facing restrictive zoning laws in Cambridge, Harvard began to accumulate property across the river in Allston beginning in the late 1990s.

The Allston campus extension will house academic clusters for life sciences, medicine, and engineering. Allston's existing urban fabric, spare industrial buildings, is in stark contrast to the dense pedestrian scaled fabric of Cambridge.

Harvard has felt resistance from faculties who refuse to move across the river to the seemingly remote Allston campus. Harvard's Allston campus will retain the Cambridge campus' pedestrian character: mostly open green space, quadrangles and yards connected by paths. Additionally, the Allston campus will retain the material character of Harvard's oldest Cambridge buildings in order to create a consistent architectural character.

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Harvard University

DOWNZONING

HISTORIC DISTRICTING

HISTORIC DISTRICTING

HISTORIC DISTRICTING

BUILDING MORATORIUM

ALLSTON

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CONSTRUCTION SPEED

$1000

12 SF/HR

COST/SF

CATALOGUE

2000

1980

1960

1940

1920

Harvard/AMO, 2001.

1900

Diagrams: Drawn from

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Carnegie Mellon University

Carnegie Mellon Pittsburgh, Pennsylvania USA Founded: 1900 Faculty & staff: 5,365 Student population: 12,493 Foreign student ratio: 20% Male / female ratio: 57% / 43% Annual budget: 996 mn USD (2012)

Branching: Carnegie Mellon's expansion strategy creates tangential connections at the edge of campus, connecting new campus districts to the historical core.

Carnegie Tech was founded in 1906 as a project of the industrialist Andrew Carnegie. Intended to create educational opportunities for Carnegie's steelworkers, Carnegie Tech was founded as a trade school. The University was founded in the same era as other Industrialist-patronage Schools such as Duke University, Cornell University, the University of Chicago, Stranford University, and Vanderbilt University.

The campus was designed by Henry Hornbostel, an Ecole des-Beaux Arts trained architect whose body of work includes over one hundred buildings in Pittsburgh, Pennsylvania, and who won the commission by competition in 1904.

Henry Hornbostel later became the founder and original head of the School of Architecture.

Most of the campus' built fabric comes from additions constructed after World War II, and primarily after the 1967 merger with the Mellon Institute of Industrial Research. In the 1970s and 1980s, the University embarked on a series of building projects that radically transformed the campus, including the construction of many examples of modernist architecture.

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Carnegie Mellon University

Massachusetts Institute of Technology

MIT Cambridge, Massachusetts USA Founded: 1861 Faculty & staff: 10,700 Student population: 10,253 Foreign student ratio: 27% Male / female ratio: 64% / 36% Annual budget: 2,744 mn USD (2012)

Radiating: MIT has historically accumulated new campus territory by developing neighboring districts in distinct phases.

Massachusetts Institute of Technology (MIT) is located in Cambridge near Harvard University. MIT's main quadrangle, Killian Court, on the Charles was constructed on ground reclaimed from the river in 1910. After the initial construction of the Beaux-Arts campus, the next substantial building campaign took place in the 1960s, during which time the campus expanded West along the river. MIT's campus has expanded in recent years to facilitate collaboration with private research entities,and leading corporations. Co-located research entities and corporations are located in close proximity to campus, but technically reside outside of institutional bounds, according to regulations for tax-exempt organizations.

MIT's architecture is an eclectic mix of original buildings in the Beaux Arts style, constructed in 1916, and a wide range of modern contributions. The construction of the Stata Center, by Frank Gehry, and Simmons Hall by Steven Holl in recent years present two counterpoints to the campus' Beaux Arts core.

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Massachusetts Institute of Technology

Illinois Institute of Technology

Illinois Institute of Technology Chicago, Illinois USA Founded: 1940 Faculty & staff: 1,180 Student population: 6,795 Foreign student ratio: 30% Male / female ratio: 68% / 32% Annual budget: 224 mn USD (2006)

Tabula rasa: The growth of the Illinois Institute of Technology's campus occured in one phase beginning in 1939.

The Illinois Institute of Technology was founded in 1940 with the merger of the Armour Institute of Technology and the Lewis Institute. Located to the south of downtown Chicago and its famous Loop near Lake Michigan, the campus is connected to the city by two rapid rail connections and lies in close proximity to major highways. In 1938, Mies van der Rohe, then the director of the School of Architecture, was commissioned to design the new campus. His proposal consisted of an open campus comprised of ten city blocks. Mies’s plan is derived from the existing city grid and is a modernist field organized with buildings as object in park, with the grid also influencing buildings’ structures and details. The south entrance to the campus is marked by the IIT Tower and Mies’s seminal horizontal-form building, Mies’s plan is derived from the existing city grid and is a modernist field organized with buildings as object in park. The south entrance to the campus is marked by Crown Hall. The east side of campus is comprised of residence halls and student life facilities and west side houses academic buildings and the university technology park. Housing projects constructed near the campus in the 70’s lead to the decline of popularity and funding for the campus, but it has undergone a great deal of growth since the 1990’s when the surrounding neighborhoods were revitalized. Rem Koolhaas has completed the McCormick Tribune Campus Center, which now acts as a hub for both student life and connection/transit to downtown Chicago .

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Illinois Institute of Technology

Ludwig Mies van der Rohe's flight from Nazi Germany in 1938 brought the Bauhaus to Chicago. Mies' project for the new Armour Institute Campus effectively razed a vast swath of tenement housing. The project was one of the first federally funded urban-renewal projects to utilize a modernist vocabulary of architecture. Overnight nearly six acres of housing, occupied largely by poor black Chicagoans, was reduced to tabula rasa.

Mies' initial project for the campus placed the campus' buildings upon a raised plinth, effectively dissociating the campus from the terrain of the city. The campus design was elaborated on a ruthless 24-foot module, within and upon which individual buildings were placed. Mies first took inventory of the campus' space needs, creating a matrix of space requirements that became the outline of the campus architecture itself.

The constructed scheme was the result of several iterations conducted over a period of years.

Facing page: Ludwig Mies van der Rohe's plan for the Armour Institute Campus. A total disavowal of place in lieu of the sublime generic.

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Freie Universität Berlin

Freie Universität Berlin Berlin, Germany Founded: 1948 Faculty & staff: 4,340 Student population: 34,000 Foreign student ratio: 15% Male / female ratio: 40% / 60% Annual budget: 349 mn USD (2006)

Integrating: Freie Universitat Berlin expanded rhizomatically in the post-War era, quickly outgrowing the suburban villas it was historically accommodated within.

With 34,000 students and 4340 employees, the Freie Universität Berlin, or FU, is the largest in Berlin. The University is comprised of fourteen faculties and three central institutes, the largest of which is the Philosophy and Humanities faculty. Most facilities are located in the suburb of Dahlem, the historical heart of the University, with some faculties located farther from the center of the city in Düppel and Lankwitz. The University was founded in 1948 in the wake of the destruction of its host city after the Second World War with the support of the West German government and the United States and the first new construction begun in the early 1950’s with the Henry Ford Building. It was established as a foil to Soviet authority in the city and on higher education and, with an independent administration and a tradition of student participation in governance, has maintained a strong democratic tradition. Faculty buildings are typically grouped together in close proximity to those of other faculties: density is used to promote interdisciplinary research and collaboration. Each of the three campuses within the city provide students with spaces which, in addition to research and study, facilitate extra-curricular and social activities. University buildings are clustered fairly densely in , somewhat enclave-like urban pattern typical to traditional universities with consideration of landscape and greenery.

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Freie Universit채t Berlin

Universiteit Utrecht

Universiteit Utrecht Utrecht, Netherlands Founded: 1636 Faculty & staff: 8,000 Student population: 29,500 Foreign student ratio: 4% Male / female ratio: 40% / 60% Annual budget: 660 mn USD (2006)

Archipelago: Universiteit Utrecht's rural location has prevented it from developing a campus urban density. Development has occured piece-meal, each contribution to the campus fabric a self-contained monument.

Nearly four hundred years old, Universiteit Utrecht was originally founded to teach theology, medicine, and biological sciences. The University was modernized only after WWII, when a boom economy caused an unprecedented spike in student enrollment. The subsequent necessity for new buildings and campus space caused Universiteit Utrecht's campus to expand by over three hundred hectares all at once.

The pace of acquisition and construction was swift. No time was lost to planning the campus, which was completed at a very rudimentary level by a local civil engineer. The earliest building additions occupied the far edges of campus, holding each corner to delineate the campus bounds. After Uithof's expansion in the postwar era, the campus was an incoherent collection of colocated academic buildings, laboratories, and parking structures. Rem Koolhaas' masterplan in 1986 worked to create a 'self-evident overall structure' by reorganizing fragmentary urbanisms to create strictly defined 'clusters' of buildings.

Since the early 1990s, the campus has again seen a rash of new building projects.

Koolhaas' Educatorium from 1997 placed a landmark building on the campus periphery, and tied together two buildings already standing on site, reorganizing existing urban fragments while simultaneously inserting a new, unique instance.

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Universiteit Utrecht

Eidgenössische Technische Hochschule

Eidgenössische Technische Hochschule (ETH) Zurich, Switzerland Founded: 1855 Faculty & staff: 8,191 Student population: 12,705 Foreign student ratio: 22% Male / female ratio: 71% / 29% Annual budget: 717 mn USD (2005)

Roman City: Clearly delineated campus boundaries ensure progressive densification of the academic environment.

One of the top universities in the world, ETH's faculties are centered in two locations within the city of Zurich: the Zentrum campus located in the old city center, founded in 1855, and the Hönggerberg Science City campus founded in 1959. With Hönggerberg, the ETH sought to establish a new kind of university campus with a new relationship to the urban environment and its society and high tech/service economy. Hönggerberg is incredibly well connected both internally and externally to the ETH’s historic old campus, to the city of Zurich, and to the larger Schengen Area via local public and supra-national transit systems. Hönggerberg is dense and mixed-use, providing students and faculty with spaces for diverse programs and activities. The campus was designed loosely with a framework for growth to produce as system that might “act[s] as an interface between between academia, industry and the general public,” and is divided into loosely into four quarters.1 Buildings are organized systematically as objects in a field, with green space between considered important connective tissue and informal program space. Physics, Life Sciences, Architecture and Civli Engineering Faculty buildings abut housing facilities, retail outlets, start-up businesses, and will eventually also be in close proximity to a library and conference center. Mixed-use programs are emphasized as generators of productive lifestyles and interdisciplinary thinking.

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Eidgenรถssische Technische Hochschule (ETH)

Technische Universiteit Delft

Technische Universiteit Delft Delft, Netherlands Founded: 1842 Faculty & staff: 4,433 Student population: 13,711 Foreign student ratio: 11% Male / female ratio: 80% / 20% Annual budget: 470 mn USD (2005)

Accretion: The TU Delft campus has expanded through the piecemeal development of Superblocks.

The city of Delft in the Netherlands has maintained its important civic and cultural status over the course of the last century largely because of the TU’s strategic positioning within the urban fabric. Originally established in the center of the historic city, TU Delft’s “campus” is in fact no longer a single consolidated whole, but rather a distributed network of nodes spreading from the center to the periphery. Linked by the city’s public transit network and relatively proximate to both Rotterdam and the Hague by both car and train, TU Delft is comprised of its administrative headquarters at TU Centre and its academic cores in TU Middle, TU North, and TU South. The south and middle campuses have been combined in a single master plan by Mecanoo to form the Technopolis, where tech faculties are positioned adjacent to a service/technology hub, Innovation Park. The Park will house research and development companies and leverage its proximity to university research facilities. Additional planned mixed-use development will further integrate technical university research facilities with the office park and existing urban fabric, and will be anchored by a linear “Strip” of greenery which will function much like a traditional university quad.

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Technische Universiteit Delft

Brandenburgische Technische Universität Cottbus

Brandenburgische Technische Universität Cottbus Cottbus, Germany Founded: 1991 Faculty & staff: 1,135 Student population: 4,644 Foreign student ratio: 22% Male / female ratio: 66% / 34% Annual budget: 65.8 mn USD (2005)

Edge: the Cottbus campus has developed along the edge of the city, allowing for maximum interaction between the city and university.

BTU was founded as part of the larger effort to revitalize the economy of the Federal State of Brandenburg in wake of the fall of the Iron Curtain. The city of Cottbus lies between Berlin and Dresden in the south east of Germany, and the BTU campus is located near the center of the city. Originally a technical college founded in 1948, it was reorganized in 1969 to become the premier engineering school of East Germany. International study and interdisciplinary are key components of the university’s pedagogy. Academic and student life buildings are distributed evenly across a modernist campus. At the edge of the city center, with its traditional urban form, the campus provides a foil with large buildings as objects distributed across connected green space.

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Brandenburgische Technische Universit채t Cottbus

Universitat Politècnica de Catalunya

Universitat Politècnica de Catalunya Barcelona, Spain Founded: 1971 Faculty & staff: 3,953 Student population: 40,471 Foreign student ratio: 3% Male / female ratio: 73% / 27% Annual budget: 309 mn USD (2007)

Bipolar: Universitat de Catalunya has developed both North & South campuses in Barcelona since 1971. Each campus-half accommodates all of the functions necessary for daily use.

The Universitat Politecnica de Catalunya is a regional, multi-nodal university with the stated goal of “balanced and sustainable development of the region,” with three campuses in the city of Barcelona and five in other Catalonian cities. In Manresa and Castelldefels the university campuses are proximate to private, high-tech research parks, and collaboration between each is promoted to encourage a resilient, information-oriented regional economy. At the time of its founding, only five years before the dissolution of the Francoist regime in Spain, it absorbed many existing technical schools and institutes. In the last forty years it has attained international relevance in science, technology and architecture. All university campuses are mixed-use, with both academic and student-life facilities. Civil Engineering, Information Technology and Telecommunications faculties are clustered together on the North Campus. On the South Campus, Architecture, Industrial Engineering, Statistics and Mathematics are grouped together with the Barcelona Technology Park and it’s collection of over fifty companies. The majority of expansion for the university in the immediate future is planned to occur in regional campuses.

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Universitat Politècnica de Catalunya

Lomonosov Moscow State University

Lomonosov Moscow State University Moscow, Russia Founded: 1755 Faculty & staff: 15,000 Student population: 40,000 Foreign student ratio: 5% Male / female ratio: 50% / 50% Annual budget: 630 mn USD (2005)

Imperial: The campus was constructed in its entirety in 1953 according to the dictates of the Soviet Union. More than half of the university's faculties are located in the main tower, the world's largest academic building.

Lomonosov Moscow State University is located outside the center of Moscow in Sparrow Hills, and is the largest University in Russia. It is a leading center for Russian education and among the oldest institutions for learning in the country.

The old campus in the historical heart of the city was destroyed during the French occupation and later rebuilt. Moscow is organized concentrically with inner rings of streets and two outer rings of highway. Once at the city’s periphery, the campus now occupies a place deep within its administrative borders and is connected to the city center via metro.

The new MSU campus in Sparrow Hills was built in 1953 with a strict hierarchy culminating in the main tower building in Stalinist Neoclassical style. The main building houses Mechanics and Mathematics, Geology, Geography, and Fine and Performing Arts faculties in addition to student life facilities. The MSU campus is immense, and organized symmetrically from the central building, with over 1,000 buildings and eight residential blocks which house over twelve thousand people, and a great deal of green space. Buildings constructed after 1987 do not follow the symmetrical plan.

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Lomonosov Moscow State University

Pratt Institute

Pratt Institute Brooklyn, New York

Enclave: Pratt Institute has been present in Brooklyn since 1887. Since 1904, Pratt has accumulated a modest-sized, contiguous campus space through the piece-meal acquisition of urban property.

The Pratt Institute was founded by the Industrialist Charles Pratt in an era when Industrialist patronage was common, and prompted the founding of many Universities. Like Carnegie Mellon University (originally the Carnegie Institute of Technology, the foundation of which was inspired by the Charles Pratt, a person friend of Andrew Carnegie), the Pratt Institute was intended to extend opportunities for higher education to the working class.

The Pratt Institute campus has remained in Clinton Hill since its founding, however the neighborhood as transformed around it. The Institute, originally housed in separate buildings, was united as an effect of Robert Moses' infamous urban renewal campaigns of the mid-twentieth century.

Several through streets and surrounding structures were cleared to unite the Institute's holdings on a contiguous campus. Multiple new campus buildings were constructed in this time, many of them designed by the firm McKim, Mead, and White.

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Pratt Institute

University of Cambridge

University of Cambridge Cambridge, Great Britain Founded: 1209 Faculty & staff: 8,570 Student population: 17,803 Foreign student ratio: 18% Male / female ratio: 52% / 48% Annual budget: 6,100 mn USD (2006)

Cloistering: The University was originally composed of clergymen, who used churches and private houses for scholarly activities. Since 1209 the campus has expanded through Cambridge as groups of buildings are enclosed around courtyards, forming colleges.

One of the oldest universities in the world, Cambridge is among the top academic institutions in the world. It is comprised of central departments and thirty one colleges. Departmens conduct research while colleges provide domestic and cultural resources for students. Originally founded as a religious center, the University and the city of Cambridge have been growing together organically for hundreds of years. In the 15th century, with the rise of trading guilds and of affluence in the British Isles, the campus was greatly expanded. In the latter half of the last century nine colleges have been added to the university. A close symbiotic relationship exists between the campus and high-tech industries located near the city. The Cambridge Cluster, founded in 1881, now hosts multiple science parks and incubators, and is the second largest high tech venture capital market in the world, ranking only below Silicon Valley. The heart of the city of Cambridge, which is largely owned by the University, is a dense medieval city with many mixed-use buildings and facilities with long histories.

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University of Cambridge

University of Massachusetts-Dartmouth

University of MassachusettsDartmouth Dartmouth, Massachusetts Founded: 1895 Faculty: 520 Student population: 9,419

Endowment: 32.3 mn USD (2013)

Hub & Spoke: University of Massachusetts-Dartmouth's campus was constructed beginning in 1964, on a greenfield site. The campus (which has no urban context) sits like an island in the landscape. New growth radiates from the mid-century core.

Paul Rudolph's design for the Dartmouth campus of University of Massachusetts applies a Brutalist modern paradigm to the creation of an innovative environment for higher education.

The campus owes its hube & spoke form to two factors: the project was designed to be constructed in phases over the course of a decade, and the provision of vast spaces for the accommodation of vehicles.

Like many commuter campuses of its era, University of MassachusettsDartmouth grappled with a rapidly increasing student population, and a changing student demographic. No longer were students high school graduates leaving home for the first time, but rather were in many cases adults looking to integrate higher education with their lives and standing responsibilities. For this reason chiefly, many new Universities of the 1960s and 1970s devoted extensive care and resources to the accommodation of the automobile.

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University of Massachusetts-Dartmouth

University of Virginia

University of Virginia Charlottesville, Virginia Founded: 1819 Faculty & staff: 11,124 Student population: 21,095 Foreign student ratio: 14% Male / female ratio: 45% / 55% Annual budget: 2,600 mn USD (2006)

Villaging: Beginning with Jefferson's prototypical academic village, the University of Virginia has expanded as new 'villages' are appended to the campus periphery.

The only university in the United States to be designated a UNESCO World Heritage Site, the University of Virginia is a product of the Enlightenment.

The University's founder, Thomas Jefferson, held that the future of the nation's democratic constitution necessitated an educated populace. Jefferson envisioned the state taking up the burden of educating its citizens, and construction began on the Charlottesville site in 1817.

Jefferson believed that the campus ought to reflect an 'academic village,' scaled to ensure intellectual exchange between professors and pupils. University functions were spread into separate buildings for multiple reasons, not the least of which being to avoid the risk of catastrophic fires, and the spread of disease. Each of the pavilions that flank the famous central mall are modeled on Classical precedents, and the library is itself a quarter-scale imitation of the Pantheon in Rome.

Surges in enrollment after World War II caused the university to expand rapidly, creating new 'villages' away from the central academic quadrangle. The University took on a satellite and infill model, branching out into new districts.

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University of Virginia

University of Illinois at Urbana-Champaign

University of Illinois at Urbana-Champaign Champaign, Illinois Founded: 1867 Faculty & staff: 11,124 Student population: 44,095 Foreign student ratio: 14% Male / female ratio: 45% / 55% Annual budget: 1,800 mn USD (2006)

Quadding: Illinois at Urbana-Champaign's campus sprawls, a patchwork of rigidly orthogonal quadrangles and academic buildings, fraying at the edges.

The University of Illinois at Urbana-Champaign is a land-grant institution and the main campus of the University of Illinois system, which enrolls roughly 70,000 students. The University of Illinois system is notable largely for the size of its endeavor: it possesses 647 buildings on 4,552 acres, and has an annual operating budget just shy of $2 billion.

The campus at Urbana-Champaign religiously extends the quadrangle paradigm into every newly developed district. Rigidly defined quads are offset by incomplete, or open quadrangles towards the campus edges.

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University of Illinois at Urbana-Champaign

Urban enclave sits within the city as an enclave that is generally dense. it is centered around a greenfield but the idyll is a fiction. its borders are rigid and legible

Columbia University New York, NY 126

Greenfield campus is a city within itself that is open and that largely sprawls. it aims to be urban but can only simulate. its borders are diffuse and imperceptible

U. Massachusetts-Dartmouth North Dartmouth, MA 127

Projects

Harvard (OMA/Rem Koolhaas) Panther Hollow (Max Abramovitz) Freie Universit채t Berlin (Candilis Josic Woods) Potteries Thinkbelt (Cedric Price)

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Harvard Master Plan

Harvard Cambridge, Massachusetts, 2001 OMA/Rem Koolhaas (AMO) Harvard University

Harvard had effectively tapped out all existing open space within the confines of campus proper by the end of the 1960s. Driven along by the dictates of expansion and development, the campus has expanded rhizomatically into Cambridge for decades. Block by block, piecemeal acquisitions have generated a sponge-like fabric composed alternately of campus, and Cambridge.

Campus expansion has issued from an epicenter somewhere near Harvard's modernist core. Whereas the building campaigns of the early twentieth century left a venerated bloc of modernist constructions, new building outside the bounds of campus-proper proceeds by stealth.

Running up against popular opposition among Cambridge residents, Harvard's endeavors off campus are now typically 'mining operations' in which extant buildings are gutted and filled with new programs.

OMA's proposal for Harvard's space problems seeks to relieve the pressure of a growing school trapped in an historically confined space. Harvard's acquisition of land across the Charles river, while expanding the territory of campus dramatically, has only been somewhat effective in relieving Harvard's congestion problem. OMA cites MIT's historical reclamation of the Charles' riverbanks in 1910, wherein the university created the ground it sits upon today. Faculties refuse to move to "the wrong side of the river," for fear of inconvenience, irrelevance, loss of prestige. OMA proposes a reconfiguration of the Charles river in order to sidestep the problem of landing on the wrong side of the river. OMA cites the plan's many advantages: Harvard gains the space of the old riverbed, the faculties can move "without crossing the river," and Allston's property values increase dramatically.

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Harvard

mining: Harvard's growing needs call for the continuous construction of new facilities. Preservation laws force the university to gut its stock of historical buildings. Preserved shells are subsequently filled with new programs.

OMA's plan for Harvard confronts a range of issues, some of which are specific to Cambridge, others which are perennial issues for any urban-campus university. Harvard's central position within Cambridge's historical core presents a challenge to the rapid construction of facilities that is required to keep pace with Harvard's institutional growth. The strategy of 'mining' is a typical solution to building in an historical context, however its ramifications are pernicious. 'Mining' as a default strategy for new construction disavows the possibility of innovative architecture, but ensures minimal political resistance from neighbors and preservation interests.

Facing page: 'Mining' from Content, OMA/Rem Koolhaas, 2003.

Above: 'Moses Scheme,' proposal to redirect the Charles River, from Content, OMA/Rem Koolhaas, 2003.

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Panther Hollow

Panther Hollow Pittsburgh, PA (1962-1970) Max Abramovitz, Harrison & Abramovitz Oakland Corporation

The Panther Hollow Project was the largest ever conceived by Max Abramovitz, of the acclaimed office Harrison & Abramovitz. An exercise in section, the building organizes programs as diverse as laboratories, nuclear reactors, computers, data banks, theaters, restaurants, shops, gardens, galleries, parking lots, train and bus lines, and highways—in short, the Panther Hollow Project was a superlative vision of a ruthlessly integrated, mixed-use institutional building project. The structure would incorporate conduits for vehicular traffic. Locomotives and automobiles were relegated to the lowest levels, with inhabitable spaces occuping the floors above. The building would have enveloped the railroad right of way without altering the existing rail-path between Forbes Avenue and Schenley Park Bridge.

The Panther Hollow Project was headed up by the Oakland Corporation, a development team that included a range institutional partners led by the University of Pittsburgh. The building project would have enclosed nearly 18 million square feet of occupiable space, and would be able to host 5,000 research scientists. The Oakland Corporation argued that the project would enable the extension of Pittsburgh's economic base in education and research, just as the city was beginning to feel the dramatic effects of the rapid de-industrialization of its economy. The project, which was estimated to cost $70 million 1962 dollars, but whose cost estimate ballooned to over $300 million by 1966, never broke ground.

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Panther Hollow

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Panther Hollow Project, figure/ground.

Abramovitz envisioned the Panther Hollow Project's roof plane as an occupiable park-like landscape, whose intervention in Panther Hollow would have extended Schenley Park to generate a connection between the Carnegie Institute, and the University of Pittsburgh. Abramovitz' ambition was to transform the 'desolate ravine' into a 'nucleus of urban life,' wherein a researcher could access the Hunt Library on the Carnegie Tech campus, or the Hillman Library (at this time not yet built) within a five minute walk.

Facing page: Max Abramovitz discusses the Panther Hollow model with University of Pittsburgh officials.

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The project's extruded section accommodated highway, bus, and train conduits on its lowest levels, and stacked expansive trays of laboratory and office space above. The megastructure would have enclosed over eighteen million square feet of space, and hosted over five thousand researchers.

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Freie Universit채t Berlin

Freie Universit채t Berlin Berlin, Germany (1963-1973) Candilis Josic Woods

The archetypal mat-building, the Freie Universit채t Berlin inaugurated the urbanarchitectural idea of building-as-city. The project is a matrix of buildings served by an intricate, though simple, grid of pedestrian walkways analagous to the streets of any walkable city. The Berlin Free University project was constructed to a limited extent by 1973. While Candilis Josic Woods' proposal for Frankfurt a few years earlier had been intimately connected to the urban context, the Berlin Free University is largely insular, divorced from its largely residential situation.

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Freie Universit채t Berlin

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Facing page: Plan diagrams of the Berlin Free University Scheme.

Above: Model, Candilis Josic Woods.

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Potteries Thinkbelt

Potteries Thinkbelt North Staffordshire, UK, (1964) Cedric Price

The Potteries Thinkbelt would have converted existing rail and industrial infrastructure into a system of education to accommodate thousands of students.

An early example of 'infrastructural coupling,' the project would have transformed the defunct industrial rail network into a mobile educational network as a means to remediate the dire economic situation in 1960s England. The project is more compelling perhaps not for its clever upcycling of an obsolete infrastructure, but for its prescient recognition of the University as itself a readily instrumental center of production.

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Potteries Thinkbelt

Potteries Thinkbelt Project, Cedric Price. 1964.

The existing railyard is transformed into a depot where educational rolling-stock is coupled and distributed into the network.

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Corporate Research

Main Q

Engineering

Fine Ar Humanities

Academic Mall Library

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Greek Quad

Quad

Parking / Stadium

University Center

rts

Dormitory

Business School

Types The modern university campus is an enclave comprised of a variety of monofunctional architectural types. Each architectural component is tuned to the functions that take place within it.

Starchitecture Campus building in the 2000s was dominated by the proliferation of new instances of starchitecture.

Following upon the infamous "Bilbao Effect," university trustees enlisted the services of architecture's most noteworthy personalities in an effort to boost their university's prestige value.

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Document The City in the City: Berlin: A Green Archipelago The modern City is overrun. Its formation is predetermined by the totalizing logics of late capitalism.

Can the crisis of the City be overcome via a strategy of tactical urbanism, the imposition of singular architectural interventions? Can the University, itself a constellation of distinct sites, campuses, reform the political reality of the urbanized polis?

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The City in the City: Berlin: a Green Archipelago Oswald Mathias Ungers and Rem Koolhaas with Peter Riemann, Hans Kollhoff, and Arthur Ovaska

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Zurich: Lars Muller Publishers, 2013. pp. 12-23.

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Typology Study: Immeuble-CitĂŠ St. Gallen Plan Couvent Ste. Marie de La tourette.

Maison de Peuple Unite d'Habitation Welfare Palace Hotel

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Immeuble-CitĂŠ “To the current fear of one of our taboos: monumentality (a fear that can be added to the list of our insecurities) there are several answers. To begin with, assuming the necessity - for environmental reasons - to re-arrange the reciprocal entities of the city and the countryside (albeit an artificial countryside) into distinct and separate but interdependent ecologies, it seems logical that the small footprint that large populations would have to occupy, will necessitate structures that would acquire monumental proportions. Because of their very size, these structures would inevitably contain all the communal ingredients of cityness, and Elia Zenghelis "The immeuble-cite: a Strategy for Architecture" Powernotes 6 3rd International Architecture Biennale Rotterdam 2007.

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be thus - as "immeubles-cités" - endowed with a public appearance. For these reasons, they could be symbols of the resuscitated city. And the idea of their image is already offering a priceless opportunity for the architects' symbolic imagination. Throughout history, big artefacts have always displayed the rituals of the city, symbolising urban life and exemplifying the property of "cityness": a property that cannot be sustained under present day preconceptions, restrictions, rules and regulations - which are blind to history and persist in retaining an aesthetic view of the city as exclusively frozen heritage.”

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Sainte Marie de La Tourette

In Recombinant Urbanism, architect and urbanist David Grahame Shane reconsiders Foucault’s “Of Other Spaces: Utopias and Heterotopias” and the nature of the enclave as spatial condition in increasingly urban environments.

For Shane, though the heterotopia resides within the city and reflects the movements of its energies and forces, it also “houses all exceptions to the dominant model" and is removed from the larger system in some essential way. It internalizes the kind of urban life found in the city while allowing for variation and the evolution of what we might call "the rules."

Le Corbusier's Dominican Priory Sainte Marie de La Tourette is one such enclave. Built in a steep valley near to, but removed from the city of Lyon in central France, the Priory can be seen as a kind of diagram of monastic life. As the terrain of the site makes the cloister plan (the typical model for a monastery) seemingly unworkable, La Tourette departs from long established conventions. The program is comprised of one hundred cells for students and teachers, organized in loggia forming a crown—acoustically and spatially isolated chambers, two halls for work and recreation respectively, study halls, a refectory, a church, and circulation space, which plays an important role in the programmatic organization of the monastery and is atypical. The modified cloister form cannot utilize the courtyard as a linkage between programs, but rather, at La Tourette generates an introspective void. Constructed between 1956 and 1960, the monastery's refectory and cloister - its most religious-social program spaces, are located below the convent’s mission spaces in the form of a cross (faith supports the social functions of the church), with work and study halls, and library above.

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Le Corbusier discusses construction progress with the monks of the Couvent Ste. Marie de La Tourette, 1963.

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Spartan dwellings for singular living, the cells of Corbusier's Couvent Ste. Marie de La Tourette reinforce a Dominican order model of existenzminimum.

The life of the monk is marked by constant alternation between public participation and private introspection. Spaces for each are literally stratified, with the monk's cells occupying the top two levels of the monastery. Below the cells, a level which encompasses the order's educational mission: a library, lecture rooms, and learning spaces. Below these spaces, at the foundations of the convent, are the church, refectory, and communal living spaces: dining hall, kitchen, etc.

The courtyard echoes the medieval hortus conclusus archetype. An enclosed space, the garden encompasses a territory of landscape and sky, while simultaneously ordering the surrounding landscape.

The enclosed precinct of the courtyard reinforces the convent's utopian insularity.

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Ste. Marie de La Tourette A Dominican Order priory designed by Le Corbusier and Iannis Xenakis, constructed between 1956 and 1960. The monastery organizes life and learning around a central cloister.

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Interior courtyard of the Couvent Ste. Marie de La Tourette, c. 1965.

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Abbey of Saint Gall A Roman Catholic religious complex in Switzerland, the Abbey of Saint Gall contains one of the richest medieval libraries in the world. The plan of Saint Gall describes an ideal monastery, and is the only surviving architectural drawing of the period between the fall of the Roman Empire and the thirteenth century.

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1 Barns and Pens 2 Hospital for the Poor 3 Brewery & Bakery 4 Workshops 5 Barn 6 Poultry 7 Garden 8 Cemetery

9 Beds 10 Refectory 11 Convent of the Novices 13 Abbot's House 14 School 15 Guest House

Meal time at La Tourette. The preparation and consumption of meals is a communal activity. The space is unheated and furnishings spare, intended to prevent excess indulgence and enjoyment.

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UnitĂŠ d'Habitation

UnitĂŠ d'Habitation, Nantes, France.

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This

page:

Children

at

play,

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d'habitation, Nantes, 1960.

Facing page: UnitĂŠ d'habitation, Marseille, under construction 1947.

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UnitĂŠ d'Habitation-Marseille, Roof Terrace.

Photograph of model. Le Corbusier: Atlas of Modern Landscapes, 2013.

Quotation: Boesiger, W., ed., text by Le Corbusier, Le Corbusier: Oeuvre Complete 1957-1965, Volume 7, 1977, p. 208.

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“If you want to raise your family in seclusion, in silence, in the conditions of nature… place yourself amongst 2,000 persons… You will enjoy solitude, silence… Surrounding the house will be parks for the games of children, for adolescents and for adults. The city will be green. And on the roof you will have amazing kindergartens.”

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Welfare Palace Hotel

…between Manhattan and Welfare Island, floats a gigantic reproduction of Gericault's Raft of the Medusa; it is a symbol of Manhattan's metropolitan agonies — proving both the need and the impossibility of "escape." It is an equivalent of 19th century public sculpture. When the weather permits it, the lifeboats leave the interior of the Hotel to go out on the river. They circle around the raft, compare the monumental suffering of its occupants to their own petty anxieties, watch the moonlit sky and even board the sculpture. A section is equipped as dance floor, relaying the music that is produced inside the Hotel through hidden microphones. The second zone of the Hotel — open to the air — represents the island as found, and is lined with shops. The third zone — where the course of the travelator is interrupted — is the reception area of the Hotel. Beyond that is the fourth zone — the horizontal water-scraper with a park on top and conference facilities inside…

Rem Koolhaas. Delirious New York (New York: Monacelli Press, 1978)

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Robin Hood Gardens

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Courtyard, Robin Hood Gardens.

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“an exemplar – a demonstration of a more enjoyable way of living in an old industrial part of a city. It is a model of a new mode of urban organisation which can show what life could be like.”

Peter Smithson

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Streets in the Sky

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“The deck itself is wide enough for the milkman to bring his cart along or for two women with prams to stop for a talk and still let the postman by.”

Peter Smithson

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Maison de Peuple

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Congress Hall, Maison de Peuple.

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Torre David

“In a sense life in the high-rise had begun to resemble the world outside - there were the same ruthlessness and agression concealed within a set of polite conventions.”

J.G. Ballard, High-Rise

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“It is my belief that our buildings — and our public buildings in particular — should be to some extent poems. The impression they make on us should arouse in us sensations that correspond to the function of the building in question.”

Etienne-Louis Boullee "Essai sur l'art, Architecture" (1787)

Project for a Theater, Elevation, Section.

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Étienne-Louis Boullée: Utopia & the Enlightenment Metropolis “What is architecture? Shall I join Vitruvius in defining it as the art of building? Indeed, no, for there is a flagrant error in this definition.

Vitruvius mistakes the effect for the cause.” Étienne-Louis Boullée, Essai sur l’Art, Architecture The opening lines of Étienne-Louis Boullée’s Essai sur l’art, Architecture frame an excursus on architecture that is predicated on a rejection of longheld Vitruvian notions of architecture’s mode and method. Boullée posits a definition of Architecture that places its art within the realm of a building’s conception, as opposed to its construction. While Boullée’s rejection of a Vitruvian definition of Architecture is perhaps based upon a misreading of the ancient’s distinction between architecture’s theoretical and material realms, as has been observed by Massimo Scolari, it is clear that Boullée’s Essai advances a modern definition of architecture that prioritizes the conception of the idea, over its concretization.1 The Essai was completed shortly after the events of the French Revolution, and its ethic certainly belongs to the Revolutionary politics of the time.2 The dematerialization of architecture as implicit within Boullée’s definition marked a radical shift in the effective domain of architectural production. The construction of architectural concepts as opposed to objects would place new emphasis on the art’s representation, or otherwise immaterial activities. In the context of the Revolution, in which the brick and mortar edifices of the State were conceived of, and interpreted as reifying devices of the Sovereign, the space of progressive architectural discourse could no longer be material. The presentation of architectural concepts in the form of a text thus became an imperative borne both of necessity and convenience.

Etienne-Louis Boullée’s architecture has often been discussed in terms of its visionary, revolutionary, or otherwise utopian aesthetics. While much scholarship has been devoted to understanding the French architect’s work as it relates to Revolutionary-era discourses on public space and urban politics, this essay attempts to understand the Essai sur l’art, Architecture as a specifically utopian fiction. An analysis of the Essai in the terms of the utopian genre will serve to recast the discussion of Boullée’s architecture from

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Revolution-tinged analyses of enigmatic form, to an analysis of the Essai as a utopian, and thereby critical project. Étienne-Louis Boullée was born in Paris 1728 in the parish of Saint-Roch, where he would spend the greater part of his life, before passing away at the close of the events of the French Revolution, in 1799. Born the son of an architect in the employ of King Louis XV, Boullée was encouraged to study law. Boullée instead chose to be trained as a painter, entering the workshops of Lancret, Collins, and Pierre, painters associated with French Classicism, in his adolescence. Unable to find satisfaction as a painter, Boullée studied architecture under Jacques-François Blondel, and Jean-Laurent Legeay.3 Under Blondel, Boullée learned the lessons of Classicism outlined in the Cours d’Architecture, written by Nicolas-François Blondel half a century prior.

Boullée was more inspired by Legeay, however, whose teaching would be far more influential than any of his built architecture.4 Within the domain of the architectural treatise, Essai sur l’art, Architecture could be considered radical in terms of both its content and form. A novel form, the Essai is a prescriptive theoretical text, didactic in nature, and structured as an episodic presentation of pseudo-speculative projects.5 A dramatic contrast to the rigorously structured system of principles organized according to a taxonomy based in practice and theory, such as that which characterizes Marc-Antoine Laugier’s Essai sur l’Architecture (1753). Boullée’s Essai relates principles according to commentaries on each monument, representative of a different building type.6 Boullée’s illustrative projects for the Essai take the form of public buildings for a metropolis. Whereas most architectural treatises largely concerned the realm of residential architecture, one thinks of Andrea Palladio’s Four Books of Architecture, or of Alberti’s De Re Aedificatoria, Boullée’s Essai dealt exclusively with programs and sites that had been the subject of academic competititons organized by the state Academie.7 The fact of the drawn projects correspondence with historical competitions and academic prompts belies the fact that the projects weren’t drawn to bolster the intents of the Essai, but rather that the Essai was merely a retroactively applied theory, a textual unpacking of Boullée’s demonstrated design principles.8 Monuments The function of architecture in the public realm was drastically transformed after the French Revolution. The formation of the Academie Royal d’Architecture in 1671 formally instrumentalized architecture as an agent of political mediation. The Academie became a formalized arbiter of taste, enforcing and reproducing the domination of French Classicism as the one and only approved style of the consolidated state. The Academie’s formation at once absorbed architectural production as an activity of the state, while further widening the gap between architecture as art and building.9

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Top Row: Project for the Church of the Madeleine, Paris. 1777-81. Section, Plan.

Bottom Row: Project for a Metropolitan Church, 1781-82. Elevation, Plan.

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Project for a Palace of Justice Exterior Perspective, Interior Perspectives, Transverse Section.

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Boullée joined the Academie in 1762, taking over a vacancy created on the occasion of Soufflot’s death. The Academie had expanded the Enlightenment project of the architectes philosophes, as the theorization of architecture had transformed the architect into political commentator and artist. Tafuri has understood the institutionalization of French Classicism to mark a transformation of the discipline of architecture, in which it became “the task of continual invention of advanced solutions, at the most generally applicable level.”10 As the projects, competitions, and theories of the Academie make clear, the object of architectural production in the late Ancien regime was not the production of buildings, but rather an architecture to reify an ideology.11 The codification of French Classicism in the seventeenth century, and its development and abstraction in the eighteenth as a project of the State has been interpreted as collinear with the emergence of the bourgeois city.12 The expansion of a national architecture as a system of principles and rules governing practice and proportion effectively governed the production of architecture in the Enlightenment period. Both systemic tastemaker and gatekeeper to architectural commissions, the architectural regime of the Academie was total. However, the emergence of Ledoux, Lequeu, and Boullée’s so-called Revolutionary projects on the eve of the French Revolution marked the first notes of dissent within and against the systeme of the Academie.

Boullee’s employment of heterogeneous architectural elements was an anomaly within the esprit de systeme of late French Classicism. What Emil Kaufmann has described as the Revolutionary Architects’ ‘autonomy of form,’ refers to the disjunctive composition of disparate elements that, while appended, are distinctly singular, and static. This paradigm of composition was anathema to the synthetic compositional paradigm of French Classicism, which subsumed the elemental form within a larger, singularly discernible metaform.13 Boullée’s architectural production after 1780 (from which come most of the projects depicted in the Essai) destabilized the systemically codified Classicism of the Academie that had been established by the dynasty of Blondel, and the formidable work of Claude Perrault a century prior.

As has been noted by Pier Vittorio Aureli, the notion of the “monument” was redefined in Boullée’s time, from a ‘commemorative building’ to a public building with a public function, as defined in Quatremère de Quincy’s contributions to the Encyclopédie Méthodique (1753-1820).14 Boullée’s employment of the term referred explicitly to any building housing a public service, whose architecture was monumental, in the sense that it presupposed the ordering of its environs.15 Thus, the projects of Boullée’s Essai are largely public monuments, whose presence as the dominant form in the Essai suggests a repositioning of the projective city as ordered by its publics, as opposed to the devices of the State’s urban engineering: boulevard, place, hôtel.16

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Essai sur l’art, Architecture Boullée’s Essai is essential to understanding the swing towards an architecture of publics in post-Revolutionary France. As has been discussed of Boullée in relation to the formation of the Academie and the separation of architecture’s cerebral and material functions, the Essai proposes the idea of an architecture whose art lies purely in the formulation of the image.17 Boullée’s obsessive attention to the perception of form is an essential characteristic of his architecture. Boullée and his historians alike, have understood the architect’s forms as part of an ethic that understood form as being a vehicle to impart moral lessons in its user. L’architecture parlante is the term, often used by Anthony Vidler among others, to describe the Revolutionary architects’ program of architecture as a moral communicator.18 Looking to Boullée’s Essai specifically, certain aspects of formal logic, and architectural program are evocative of revolutionary ideals: egalité, liberté, fraternité: “Imagine there are three hundred thousand people gathered in an amphitheatre where none could escape the eyes of the crowd. The effect produced by this combination of circumstances would be unique. The spectators would be the elements of this surprising spectacle, and they alone would be responsible for its beauty.”

Boullée, Essai sur l’art, Architecture, Folio 101.

Here, Boullée’s description of the scene casts architecture as a facilitating “frame” for the spectacle of equalitarian brotherhood. Boullée’s hypothetical scene suggests an alternative society, which by proxy suggests a social program for the metropolis that is utopian, or imaginary in nature.

Taken together, Étienne-Louis Boullée’s monuments constitute an urban formation. Boullée even explicitly titles the series a “project for a metropolis.”19 While the Essai only begins to trace the outlines of a metropolis by way of a series of paradigmatic monuments, the collection of fragments may be considered models—with their encoded logics and principles (the concepts of Boullée’s theory, after all), which taken together serve as models for an alternative paradigm of space and its production.

Utopia As Manfredo Tafuri has argued, Boullée’s projects for the Essai constitute not ‘unrealizable dreams,’ but rather are an exercise of an ‘experimental model of architectural creation,’ in the context of the Academie.20 The projects function simultaneously on a variety of levels. Based upon programs defined by the Academie, they can be understood first as exercises in principles of architectural composition and Classicist design. At the same time, the shift of emphasis from monuments to the Sovereign, to public buildings on a

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monumental scale, marks an implicit value shift, a critique of the architectural production of the esprit de systeme.

The Essai’s embedded advancement of an alternative paradigm of built space implies the genesis of what may be considered a utopian project.21 While previous historical analyses of Boullée’s metropolitan projects have often ascribed the term ‘utopian’ in relation to the unrealities of scale and feasibility that color the work, the term is here in reference to the Essai’s function as a piece of utopian theory. Françoise Choay’s analysis of More’s prototypical utopia accords to it three distinct parts: the model space, the model society, and the criticized society. In this way Boullée’s metropolis may be considered a partial utopia, in that the model society is present only by proxy, encoded in the monuments’ programs—the criticized society is implied only reflexively, in relation to the implied values of the society.

An analysis of the Essai in terms of the utopia serves not only as a convenient framework for understanding the holistic structure and agenda of the treatise, but also allows us to elucidate the document’s relationship to its authors political context. An understanding of Boullée’s architectural-formal paradigms is necessary to make the social functions and agendas of his projects discernible.

Oppositions, or l’architecture des ombres “A mass of objects detached in black against a light of extreme pallor. Nature seemed to offer itself, in mourning, to my sight. Walls stripped of every ornament… [a] light-absorbing material should create a dark architecture of shadows, outlined by even darker shadows.” Étienne-Louis Boullée, Essai sur l’Art, Architecture (1788) Emil Kaufmann’s early twentieth-century analysis of Boullée in his landmark history Three Revolutionary Architects, focused upon the formal devices of Boullée, Ledoux, and Lequeu as presented in their treatises and accompanying projects. Kaufmann evinced an affinity for autonomous form in the work of the three, which referred both to the architect’s compositional logic, and the hypothetical architecture’s dialectical opposition to the continuity of the Enlightenment city. For each of the figures, the instrumentality of form was a key concept. Whether Ledoux’s l’architecture parlante, Boullée’s sublime forms, or Lequeu’s absurd ‘revolutionary’ aesthetic, novel architectural form in each was intentionally juxtaposed against a backdrop of the Enlightenment city.

The architecture of Boullée can be interpreted as a meditation on various oppositions: light and dark, form and shadow, building and idea.22 By

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framing analysis of the Essai in terms of its dialectics, Scolari is able to argue the opinion that the Revolutionary architects emerged as a reaction to the Rococo. At the crux of this opposition was a notion of formal beauty that rejected the imitation of nature’s complexity that had been played out in the Rococo’s elaboration of ornament ad absurdum. Instead, Boullée’s notions of beauty issued from the elemental perception of form as it relates to ideas of the sublime.23 For Scolari, the oppositional separation of building and image was fundamental to opening the space for Boullée’s experiments in form.24 The autonomy of form noted by Kaufmann in the projects of the Essai, marked by a tendency to abstract Platonism, reflect an attempt to convey an ideal of elemental equalité.25 The architectural composition of disparate, abstract forms that is present in Boullée, and even more apparent in Ledoux, is interpreted by Aldo Rossi as one part of an architectural language that evinces notions of equalité.26 For both Rossi and Kaufmann, Boullée’s other architectural devices build upon an equalitarian framework. Boullée’s fascination with blank surfaces, best shown in his project for a Metropolitan Library, might be interpreted through a number of lenses. While Kaufmann has ascribed the function of the blank wall to an extrapolation of French Classicism’s abstraction of historical form to its logical conclusion, Tafuri, and Aureli understand the absence of ornament as a function of Enlightenment architecture’s place in the bourgeois city.27 Among and between these two views, it may also be postulated that the ultimate ‘disarticulation of form,’ in the case of the blank wall, may be a radical opposition to the pedantic elaboration of detail in the Rococo, which would be in opposition to Boullée’s obsessive attention to the perception of regular, elemental forms.28 Boullée’s other fundamental device was repetition. It is important to note that the Enlightenment era concept of repetition refers not only to a plurality of similar elements collocated in a composition, but rather also refers to the aspects of symmetry that were central to Boullée’s design sensibility. Each mode of repetition played a role in Boullée’s development of an architecture that conveys an agenda of equalité. Many of the metropolitan projects foreground their program symbolically through the repetition of an element, such as the walls of books that line the walls of the project for a metropolitan library. Additionally, the repetition of the column as a columnar wall was an often-repeated motif. In the Project for a Metropolitan Cathedral, the column is repeated with such density and in so great a number that the singular element dissolves into a larger pattern or texture. This effect of defamiliarization has an almost uncanny effect, transforming the column into “something other.”29

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Project for a Newton Memorial, 1784. Elevation, Section (Day), Section (Night).

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Top to bottom: Project for a Chapel of the Dead, Project for a Funerary Chapel, Project for a Funerary Monument "characteristic of sunken architecture," Project for a Funerary Monument "characteristic of an architecture of shadows."

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Boullée’s Metropolis & Utopia The dialectical opposition of the city and the architectural form is characteristic of Enlightenment thought on urban architecture in general, as inaugurated by Laugier’s Essai in 1753, wherein the unit of architecture is considered apart from, and having no relation to the larger metropolitan ordering of the city.30 While Tafuri accords the dialectical estrangement of architecture from the city to Enlightenment thought’s focus on a narrowly-focused discourse of form, Aureli has argued that French urban engineering in eighteenth century Paris (the proliferation of place, boulevard, and hotel), limited the territory of architecture’s engagement with the city.

Boullée’s monuments ought to be considered in light of this reading of the Enlightenment city. As such, the Essai sur l’art, Architecture is a critical utopia, whose projective logic posits an alternative relationship between architecture and the city, as well as describes qualities of the society that the architecture ostensibly serves.

The logic of the monument as a literally monumental architecture that presupposes the ordering of its context is the key to formulating Boullée’s stance on the systemic city. Just as the monuments of Piranesi’s Campo Marzio drawing set the stage for the collision and superimposition of oppositional logics, axes, and symmetries, Boullée’s monuments serve to disturb an existing order through their imposition on a specific place.31 While most of Boullée’s monuments in the Essai are essentially placeless, the Coliseum is specifically situated. This inconsistency—situated versus siteless—leaves Boullée’s critical intentions decidedly ambiguous.32 Conclusions Clearly, the Essai can be considered a critical text, in so far as its progressive conceptions of architecture and the city in the Enlightenment, are concerned. However, the distinction between ideological form and utopian project is less decided. Following upon Karl Mannheim’s definition of the utopian as, a “vehicle for breaking the relationships of existing order,” the Essai ought to be considered a project that exploits the instrumentality of form as a means to critique. However, the institutionalization of Boullée’s avant-garde project as a product of the Academie (or more precisely the Institut, its post-Revolutionary incarnation), would suggest the project’s departure from the sphere of utopia, to a form of ideology.33 Following upon Mannheim’s distinction between ideology and utopia, it is arguable that Boullée’s Essai constitutes a utopian fiction by way of its constitution of a total framework standing against the order of French Classicism. Françoise Choay’s analysis of Thomas More’s Utopia (1571) lays out the structure of utopia as a genre, its constituent parts being a model society, a model space, and a criticized society.34 It has been demonstrated

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here that key aspects of Boullée’s Essai sur l’art, Architecture begin to describe each of these functional domains of utopia. Namely, a model of architectural production predicated on Revolutionary ethics, in service of a society that fits this paradigm of space, and finally an implicit criticism of the extant example of each: the Enlightenment city.

Boullée’s Essai sur l’art, Architecture holds a strange legacy. Unpublished until 1953, the treatise codified a radical departure from French Classicism that resisted appropriation by the Academie. As Perouse de Montclos concludes at the end of his study on Boullée, “had the expectations of the [Revolutionary architects] been fulfilled, present-day architecture would be substantially different from what it is.”35 While Boullée’s projects have become the archetypal image of a so-called visionary, or fantastic architecture, there is little that distinguishes them as explicitly unrealizable. The metropolitan projects represented, as a utopian vision, the condensed form of unfulfilled tendencies and desires of the age of the French Revolution.36 The formulation and realization of the Essai thus marks a key moment in which the function of architecture expanded. From solely the realization of material building, to the projection of their conceptual image—the practice of design, Étienne-Louis Boullée’s Essai sur l’art, Architecture is perhaps the first moment in which architecture’s utopia function first becomes a conscious object of practice. The systemic formulation of a complete utopia in the context of the Enlightenment city capitalized upon, and further expanded the distinction between architecture’s roles—conception of the idea as opposed to its concretization as built form. Whether based upon a misreading of a Vitruvian definition of architecture, or a unique definition formulated ex novo, Boullée’s Essai inaugurated a key modern project in architecture, the critical utopia.37

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Endnotes: 1 Massimo Scolari. “Crossing Architecture.” Log 9 (Winter/Spring 2007) p. 14.

2 Boullée, a bourgeois Architect in service to the King, and suspected of Royalism, narrowly avoided execution during the Terror. See Jean-Marie Pérouse de Montclos, Etienne-Louis Boullée: Theoretician of Revolutionary Architecture for a comprehensive biography.

3 Jean-Marie Pérouse de Montclos, Étienne-Louis Boullée (1728-1799): Theoretician of Revolutionary Architecture (New York: George Braziller, 1974.) p. 11.

4 Svend Eriksen. Early Neo-Classicism in France. (London: Faber & Faber, 1974.)

5 The case studies of Boullée’s Essai might be described as pseudo-speculative as they are a mix of competition entries and illustrative projects created solely for the publication. Additionally, most if not all of the case studies were projects based upon programs drafted by the state.

6 Aldo Rossi has termed this mode of thinking “exalted rationalism,” in reference to Boullée’s definition of principles according to the subjective decisions that produce the architectural project. See Aldo Rossi, “Introduzione a Boullée.” (Padova: Marsilio Editori, 1967), or Pier Vittorio Aureli, “Architecture as a State of Exception: Étienne-Louis Boullée’s Project for a Metropolis,” in The Possibility of an Absolute Architecture. (Cambridge: MIT Press, 2011) pp. 175.

7 Aureli, 143.

8 Emil Kaufmann, “Three Revolutionary Architects: Boullée, Ledoux, and Lequeu,” Transactions of the American Philosophical Society Vol 42. No. 3 (1952) 9 Aureli, 146. The Academie Royal d’Architecture was formed as a project of Louis XIV’s infamous finance minister, Jean-Baptiste Colbert. Colbert used the Academie to encourage major public works projects. See also, Manfredo Tafuri, Architecture and Utopia. Tafuri has argued that the formation of the Academie transformed the architect’s role into that of an “idealist.”

10 Tafuri, 12.

11 Tafuri 14. Tafuri has noted the disjunction between French Classicist architecture in the Academie’s development of revolutionary formal languages, and the lack of a defined ‘social utopia.’ For this reason, it is troublesome to describe the period 17601780, the first half of Boullée’s tenure in the Academie, as ‘Revolutionary.’

12 Aureli, 149.

13 Kaufmann, 215.

14 Aureli, 142. For Quatremére de Quincy’s definition of the monument from the Encyclopedie Methodique, see Sylvia Lavin, Quatremére de Quincy and the Invention of a Modern Language of Architecture (Cambridge: MIT Press, 1992).

15 Kaufmann, 216.

16 Aureli analyzes the operative role of these devices in Chapter 4 of the Possibility of an Absolute Architecture, “Architecture as a State of Exception: Étienne-Louis Boullée’s Project for a Metropolis.”

17 “…we must conceive before executing. Our forefathers built their huts only after conceiving an image of them: it is this production of the mind that constitutes architecture.”

Boullée, Essai sur l’art, Architecture, folio 70.

18 Anthony Vidler, “The Ledoux Effect: Emil Kaufmann and the Claims of Kantian Autonomy,” Perspecta 33 (2002), 16-29 19 Boullée, folio 12.

20 Tafuri, 13.

21 Françoise Choay, “Utopia and the Anthropological Status of Built Space,” in Exit Utopia: Architectural Provocations 1956-1976 (Munich: Prestel, 2005.)

22 Scolari, 20.

23 Boullée, “the horrific beauty of a volcano,” Essai folio 90 24 Scolari, 20. The distinction of architectural production as producing image, or building, allowed Boullée to jettison the contingencies of structure in favor of an architecture of ‘image.’ Boullée’s discussion of his project for ‘City Gates’ and the image, or perception of strength, is especially illustrative of this concept.

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25 Allan Braham. The Architecture of the French Enlightenment. (London: Thames and Hudson, 1980.) p. 115.

26 Aldo Rossi. The Architecture of the City (Cambridge: MIT Press, 1984.) p. 114.

27 Tafuri, 41.

28 Reflecting upon the Newton Cenotaph. Boullée, Essai folio 126 verso.

29 Aureli, 164.

30 Tafuri, 4.

31 Tafuri 13.

32 Aureli, 171.

33 Karl Mannheim as paraphrased by Tafuri in Architecture and Utopia, p. 51.

34 Choay, 96.

35 Perouse de Montclos, p. 45 36 Tafuri, 43.

37 Fredric Jameson, “Varieties of the Utopian” in Atlas of Transformation (Zurich: JRP-Ringier, 2012.)

Illustrations: Plan, Project for a Metropolitan Cathedral, Étienne-Louis Boullée. From Perouse de Montclos, Étienne-Louis Boullée: (1728-99), Fig. 41.

Section, Perspectives. Project for a Metropolitan Cathedral, Étienne-Louis Boullée. From Perouse de Montclos, Étienne-Louis Boullée: (1728-99), Figs. 42-45.

Sections, Perspective. Newton Cenotaph. Étienne-Louis Boullée. From Perouse de Montclos, Étienne-Louis Boullée: (1728-99), Figs. 57-59.

Elevation. Project for a Funerary Monument, Étienne-Louis Boullée. From Perouse de Montclos, Étienne-Louis Boullée: (1728-99), Fig. 115. An example of l’architectures des ombres.

Elevation. Project for the Royal Library with Atlas figures, Étienne-Louis Boullée. From Perouse de Montclos, Étienne-Louis Boullée: (1728-99), Fig. 71.

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Variants of the project for remodeling the Royal Library.

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“What is architecture? Shall I join Vitruvius in defining it as the art of building? Indeed, no, for there is a flagrant error in this definition. Vitruvius mistakes the effect for the cause.” Étienne-Louis Boullée, Essai sur l’Art, Architecture

The Institution and Urban Form: Notes on Culture and Campus

Culture is a tricky term to define. On the one hand it may refer to those patterns of human knowledge and behavior that come about as a consequence of the learning and transmittal of Knowledge. On the other, we might understand culture in its biological sense: the systematic cultivation of organic material. A more relevant definition sits somewhere between these two. Contemporary definitions of culture, as understood by Manuel Castells or Kazys Varnelis, do not privilege either the medium or the message, but rather understand culture as both the production of Knowledge in all of its forms, and its medium of dissemination. This is a perplexingly complex definition: it is delimited primarily by an epistemological problem, but, by its nature must be opened up—it requires an ontological expansion.

The beliefs, behaviors, and Knowledge of a collective are fundamentally tied to the power structures that give form to a given society.

The project of the city might then be understood in a similar way. The project of the city is both its politics and its form, the mediated relationship between power structures and the material City, the urbs. Urban form endorses, supports and even sometimes is the very ground of the institution.

Urban form can only endorse socially-embedded power structures, or discontinuous subsets within society. The production of urban form can never be conducted outside of the bounds of the institutions that govern the City, its codes, regulations and practices. Here, urban form enters into a feedback loop with the emergence of culture. We see urban form is both determined by culture, and is instrumental in the emergence of culture.

We must understand urban form as an essential mediator of culture.

If the problem of an institution’s ground is understood in relation to the metaphysics of presence, then that ground is that which insists on the institution’s realness. It reinforces the ephemerally composed institution, grants it stability. Eventually, ground becomes tied to the institution that controls it, adopting its politics both instrumentally and abstractedly. The occupation of a territory is the first effort toward creating this connection between ground an institution. In many ways the production of campus, understood as a microcosm of urbanity, is the concretization of the institution. In all cases, the production of form and the occupation of territory enter into the feedback loop we call the City, and thus affect the trajectory of cultural development.

INSTITUTION & FORM

237

In the past, the diagram has been an essential tool not only to understand the mechanics of power structures within the city, but also to actively form them. The historical city is in a kind of continual oscillation toward and away from one or more abstract diagrams describing its intrinsic relationships, both the political and spatial. A particularly well-known and cited urban diagram, Ebenezer Howard’s Garden CIty, both lends visual and spatial order to and reflects a systematic, hierarchical, bureaucratic governing city. In Howard’s Garden City, urban form is the concretization of an institutional diagram and power structure. The University campus is considered the same device in miniature: the urban diagram is the production of a material image of a proposed “ideal” city or society, and campus is the production of an image of an ideal institution.

Campus urbanism, like any urbanism, is governed by sui generis rules and embedded or explicit Ideals. The architecture of campus is produced by and within the bounds of the institution, and thus only reinforces institutional will and desire. A different kind of network diagram, the narrative structure as-developed by Neo-conceptual artist Mark Lombardi, seeks to represent power structures by illustrating relationships between financial and political institutions, and corruption amongst corporations, governments, and political actors. The narrative structure functions as a critical armature for the making-legible of the complex interactions of power and Economy as they evolve over time. Not precisely linear, Lombardi’s tracings of ineffable networks are a veritable diagram of culture as produced by the interactions of politics and Capital in the late modern city.

While Lombardi’s diagrams render the interactions of capital and politics radically legible, they also reinforce an understanding that the formation of the City (both socio-political, and formal) is not simply a linear-causal system, but rather a complex series of self-generating and modulating feedback loops. A novel quality of the feedback loop is that it is capable of reversing direction—the loop is fluid and mutable. When the system is stressed or reaches a critical threshold, when crisis occurs, the flows and interactions that maintain that system are often broken or challenged, generating radical consequences, that, building upon each other, have the capability of radically reforming a culture. At these moments of crisis, architecture and urban ground are re-appropriated in challenge of extant power structures.

The agency of the public comes to the fore in destabilizing architecturalinstitutional couplings when architectural and urban spaces are co-opted by programs different from those they are intended or designed for. But, in the past this reversal of the loop has often been a transitory stage before the system reverts back to a kind of entropy. Usually, following the rappel a l’ordre, urban form is reimagined or retooled as a response to the crisis of the institution; form is reinstated as a reinforcement of program. The

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INSTITUTION & FORM

239

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

May 1968 protests and occupation of the Sorbonne challenged the power of the State, and consequently lead not to anarchy or altogether new power structures, but rather a series of important evolutionary shifts. Institutions were readjusted: the state university system was dissolved, atomized. State control of the urban was altered and its relationship to center adjusted: new satellite campuses were built in the peripherie, away from previously volatile urban cores. At the architectonic scale, elements of the city were changed: streets were to be no longer paved with cobblestones, which rioters had been known to employ as projectiles to be hurtled at authorities.

The dynamic relationship between institution and form becomes most legible in moments of crisis. Until the tensions between use and form are questioned, form can only operate as a representation of existing power structures. With the sort of adjustments that occurred following the occupation of the Sorbonne, institutions evolved as the always do—largely intact, and the architecture of the city retooled to better ensure the perpetual vitality of private interest.

Mike Lombardi "George W. Bush, Harken Energy and Jackson Stephens c. 1979-1990" 5th Version, 1999

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241

“To the extent that architecture can function in a capitalist society, it inevitably reproduces the structure of that society in its own immanent logics and forms. When architecture resists, capitalism withdraws itself from service—takes it off-line.”

K. Michael Hays "The Oppositions of Autonomy and History" Introduction to the Oppositions Reader (New York: Princeton Architectural Press, 1998) pp. ix-xiv.

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243

Operating System

The modern university is in many ways schizophrenic, or at least a fragmented, entity. Depending upon who is asking, the university may be: a developer, a planner, a bank, an educator—even a city. What is clear is that the bounds of the university’s influence have spread beyond the limits of campus: the modern university is a mechanism in control of vast flows of capital, information, culture, that transcend political or geographical borders.

The subsumption of the university within twentieth century market-society radically transformed the operative animus of the institution. No longer was the university a place for the pursuit of pure truth (one may debate whether, in fact, the university has ever existed in such an unadulterated state), but rather it became a machine for the reproduction of a specialized post-Fordist, labor force.

The university in the new millennium faces another paradigm shift concurrent with the development of network culture and the subsequent emergence of a globalized knowledge society. The displacement of material and service production by the rapid proliferation of new forms of immaterial capital marks a clear shift in the trajectory of capitalist development. Late capitalism’s headlong drive towards a market of the immaterial only further ensures the centrality of the university as a site of knowledge production.

The transformations of economy that characterized the last century parallel the evolution of the campus typology from a defined green space set in opposition to the form of the city proper, toward a condition of urbanity—the contemporary campus tends toward a form that replicates the city; it is a formation whose purpose is to support immaterial production.

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The ethic of the market has displaced the postmodern University's guiding principles, be they codified in a Charter, or a nurtured campus ethos. An attempt to redefine the University must reconsider the logics that determine its formation. The project on the University must start from a wholesale stocktaking of the Rules that govern the institution.

The instrumentality of the Rule rests in its ability to define a limit. Rules may be prescriptive, proscriptive, or normative, laying out what we can, can't, or should probably, do. Rules have the capacity to link the physical and the social, politics and architecture, with an unparalleled wealth of agency and immediacy. As specifically described and thoughtfully composed a Rule may be, by their nature they produce a domain of possibilities that is effectively limitless in manifest form, but restricted by common logic. As such, Rules are the abstract but ever-present infrastructure that orders formation—be it physical, or immaterial, the social.

The Rules, Limits, Codes, and Declarations that follow intend to describe a University by way of its code. The University is imaginary, with a campus whose physical manifestation would be defined according to the restrictions of the Code. The Code is Ideal, composed of Rules garnered from a broad set of extant campuses and institutions.

rules limits codes - and -

declarations an operating system - for -

the university

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"The [1916] Zoning Law is not only a legal document; it is also a design project.

In a climate of commercial exhilaration where the maximum legally allowable is immediately translated into reality, the "limiting" 3-dimensional parameters of the law suggest a whole new idea of metropolis." Rem Koolhaas, Delirious New York

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Section 1 Campus Rules, Limits, Codes, and Declarations The following pages document a set of rules, codes, limits, and declarations that outline the operative and formative logics of an Imaginary University.

Rules transcend the boundaries of architecture and politics, to affect the ways in which the city and its people interact. Taken in whole, these rules describe a projective vision of an alternative Bill of rights, (1) Operating Principles, (2) Extramural Rules, (3) of rules to be continually revised over the life of the University.

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ยง# Example Rule Section

Each rule in the Operating System manual falls into one of four categories: (1) Operating Principles, (2) Extramural Rules, (3) Intramural Rules, and (4) Building Rules.

Each rule is assigned a unique title, and alpha-numeric code designation. This designation is unique to the specific rule in its respective category.

Each rule is coupled with an explanatory icon.

Each rule is accompanied by a detailed textual explanation, references to examples within the book, and the rule's source instance.

ERT 1.01

Example Rule Title Explanation of the rule.

[References] Source

Ethos Logic Domain

Source of the rule.

Pages where you can find more information related to this rule.

Function and effect of the rule.

Designations Ethos: The motivation or desired effect.

P Political

E Economic

O Operation

A Aesthetic

H Hygienic

F Formal

Logic: The mode of operation.

A Absolute | R Relative

T Territorial |

N Non-Territorial

Domain: The affected realm.

F Form

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U Use

ยง0 Bill of Rights

Bill of Rights Campus Dwellers shall enjoy these civic rights, and abide by these civic duties: 0.1 Rights: 1. The right to a campus with distinct bounds.

2. The right to a campus with a harmonious relationship to nature.

3. The right of assembly.

4. The right to safety.

5. The right to free access.

6. The right to dwell.

7. The right to privacy.

8. The right to habitation.

9. The right to education.

10. The right to collective autonomy.

0.2 Duties: 1. The duty of contribution.

2. The duty of study.

3. The duty of teaching.

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Designation ยง1 Operating Principles ยง2 Extramural Rules

HOC 1.01 PSR 1.02 5YP 1.03 CPS 1.04 UVS 1.05 MCU 1.06 QPQ 1.07 POL 1.08 DMN 1.09 SBY 1.10 MON 1.11 AFR 1.12 RSR 1.13 CDS 1.14 TCH 1.15 TEN 1.16 CMN 1.17 IFR 1.18

Hortus Conclusus Public Sphere Five-Year Plan Campus Universitas Magna Charta Universitatum Quid pro quo Polis Demonstration Student Body Money Academic Freedom Research Collective Degrees Teaching Tenure Commune Infrastructure

GNH 2.01 LKS 2.02 DEV 2.03 TGY 2.04 CQT 2.05 TGN 2.06 EGF 2.07 GST 2.08 PBL 2.09 BTL 2.10 CEE 2.11 PBI 2.12

Good Neighbor Landmarks Developable Envelope Topography Construction Quota Town & Gown Engaged Ground Floors Glasnost Publicity Build-to Lines Celebrate Edges & Entrances Public Interest

ยง3 Intramural Rules

MGR 3.01 PRE 3.02 MNG 3.03 MYG 3.04 WAY 3.05 IVT 3.06 YAR 3.07 GGN 3.08 WWW 3.09 ARC 3.10 SEC 3.11 SPR 3.12

ยง4 Building Rules 252

Rule Title

BAL 4.01 HAB 4.02 OPN 4.03 TRS 4.04 NTL 4.05 LIB 4.06 PRK 4.07 PTS 4.08 CXS 4.09 TRE 4.10 NPT 4.11 MFA 4.12 HIC 4.13 SUB 4.14 GYM 4.15 ELV 4.16 DNG 4.17 FRM 4.18

Miesian Grid Preservation Mining Mostly Green Walkways Ivory Towers Young Architects Gotta Go Right Now The Three W's Arcades Security Superblock Balkone Habitations Open Doors Toit-terrasse Natural Light Library Parking Places to Sit Contextual Scale Trees No Paint Minimum Fenestration Area High Ceilings Subterranea Gym Elevate Dining Farming

Ethos

Logic F

O O A O O O E

E E E

O

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F F F F F F F

A A A E E

H O O A A

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H A A A A A A A

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E E

F F F F F F F F F F

O O O O O O O O

O O O O O

A

A A

F F F F F F

A A A A A A A

A

H H

R R R

R R A R R A R R A

F F F F F F F F F F F

A A

P P

P P P P P P P P

R R

F

R A A

R R R A A A

T T T

U U U U U

T T

U

T T T T T

U

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F F U

N

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F

U U

N N

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U U F F U

T T T T T T T T T T T T

F F F F

U

F

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U U U U

F

U F

T T

U

F

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F

U U

N N

F F

U U

N

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T T

F F

N N

F F

T T

F F

T

U U

N T

F F

N

R

U U

T R R

U U

N

R A

U U

N N

A A

P P P P

U

T

A A

P P

N N N

T

A

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U

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P

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F

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R

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P P

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P P P P P P P P P P P P P P

F E E

A

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P P P

Domain

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Ethos

St. Gallen Plan Public Sphere Soviet Union Campus Universitas University of Bologna Quid pro quo Athens, Greece Columbia University, 1968 Student Body Georg Simmel Academic Freedom Research Collective Degrees Teaching Tenure Commune Infrastructure

P

O

A

H

F

A

al rm ic Fo ien c yg ti H the on s ti Ae era ic p m O o on l Ec itica l Po

Good Neighbor Landmarks Developable Envelope Topography Construction Quota Town & Gown Engaged Ground Floors Glasnost Publicity Build-to Lines Carnegie Mellon University, IMP 2012 Public Interest

E

Logic

ERT 1.01

R

Domain T

N

U

Example Rule Title

Ethos Logic Domain

Armour Institute, Mies van der Rohe National Historic Registry Harvard/AMO, 2001 Mostly Green Walkways Ivory Towers Young Architects Gotta Go Right Now The Three W's Arcades Security Superblock Bauhaus, Dessau. Walter Gropius Michael Sorkin, Local Code Open Doors Vers Une Architecture, Le Corbusier Natural Light Library Parking William Whyte, Life of Small Urban Places Contextual Scale Trees No Paint Minimum Fenestration Area High Ceilings Subterranea Gym Elevate Dining Farming

F

rm Fo l se ia U or rit er -T l on ria N rito r e Te tiv la te Re olu s Ab

Source

253

ยง1 Operating Principles

Hortus conclusus

HOC 1.01

The University encloses and inscribes a priviliged ground.

Political Formal Absolute Territorial Form Use

Public Sphere

PSR 1.02

The university is a crucial public sphere that must resist transformation into an instrumental, commercial, practical mechanism.

Political Operation Relative Territorial Use

5YP 1.03

5

Political Operation Relative Non-Territorial Use

Five-Year Plan These rules are to be revised every five years by an elected University Governing committee. Revisions must be approved by campus consensus.

254

1.01 - HOC, 1.02 - PSR, 1.03 - 5YP

Campus

CPS 1.04

A field, space of action, or collection of buildings giving place to the institution of the university.

Aesthetic Formal Relative Territorial Form

Universitas The university is a corporation, a body of faculty. The university has an architecture before it has buildings. The university is literally the space of the thesis.

?

!

UVS 1.05 Political Absolute Non-Territorial Use

Magna Charta Universitatum The university is an autonomous institution at the heart of societies differently organized; it produces, examines, appraises and hands down culture by research and teaching.

MCU 1.06 Operation Political Relative Non-Territorial Use

255

1.04 - CPS, 1.05 - UVS, 1.06 - MCU

ยง1 Operating Principles

QPQ 1.07

!

Quid pro quo Education is an exchange of knowledge for knowledge, not knowledge for payment.

Political Economic Absolute Non-Terr.

Use

Polis

POL 1.08

The University is to be self-governed according to a uniformly defined, and democratically determined set of rules.

Political Operation Absolute Territorial Use

Demonstration

DMN 1.09 A

Campus is a democratic frame for the staging of resistance.

Political Operation Absolute Territorial Use

256

1.07 - QPQ, 1.08 - POL, 1.09 - DMN

Student Body The university "prepares" the student for "citizenship" through perpetual rehearsals and, usually, through emasculation of what creative spirit there is in the individual.

Port Huron Statement, Manifesto of the Students for a Democratic Society (1962)

Money "All things float with equal specific gravity in the constantly moving stream of money. All things lie on the same level and differ from one another only in the size of the area which they cover."

Georg Simmel, "The Metropolis and Modern Life" (1903)

Academic Freedom Teachers are entitled to full freedom in research and in the publication of results.

Teachers are entitled to freedom in the classroom. Teachers should be free from institutional censorship or discipline.

Statement of Principles on Academic Freedom and Tenure, AAUP Policy

! !

): ...

SBY 1.10 Political Relative Non-Territorial Use

MON 1.11

$

Political Economic Relative Territorial Use

!

AFR 1.12 Political Operation Relative Non-Terr.

Use

257

1.10 - SBY, 1.11 - MON, 1.12 - AFR

ยง1 Operating Principles

Research

RSR 1.13

Research must be directed towards the development of new knowledge, irrespective of the capitalized value of that knowledge.

Economic Operation Relative Non-Terr.

Use

Collective Degrees

CDS 1.14

The University awards degrees according to the consensus of the student body and faculty. The degree conferred is the same for each student.

Operation Political Absolute Terr.

Use

Teaching

TCH 1.15

Each student splits his or her time between teaching extramural students, and being instructed by the Faculty.

Political Operation Absolute Non-Terr.

Use

258

1.13 - RSR, 1.14 - CDS, 1.15 -TCH

Tenure A faculty resident holds the right to residence in the University as long as he or she continues to conduct substantive teaching as evaluated by the incorporated Universitas.

TEN 1.16 Political Operation Absolute Non-Terr.

Use

Commune Proceeds garnered from public instruction will fund the upkeep of the University. Each student and faculty member receives an equal stipend set at a fixed amount, to be distributed monthly.

Infrastructure Campus is a piece of infrastructure that organizes and propogates the functioning of the urban society.

CMN 1.17 Econ. Oper. Pol. Form Relative Terr.

Use

IFR 1.18 Econ. Oper. Form. Pol. Absolute Territorial Form Use

259

1.16 - TRE, 1.17 - CMN, 1.18 IFR

ยง2 Extramural Rules

Good Neighbor

GNH 2.01

"A hedge between makes friendships green."

The University shall not expand beyond its established bounds.

Econ. Op. Form. Pol. Absolute Terr.

Use Form

Landmarks

LKS 2.02

Campus buildings and construction projects must not alter the perception, or visibility of existing contextual monuments and landmarks, except by approval of the city.

Aesthetic Form Relative Terr.

Form

Developable Envelope

DEV 2.03

No building(s) within the confines of campus may cross the limit of a development envelope as defined by local codes and subsequent revisions thereto.

Aesthetic Formal Absolute Terr.

Form

260

2.01 - GNH, 2.02 - LKS, 2.03 - DEV

Topography Construction of new projects within the confines of campus must not transform topography as-found at time of rule's effective adoption.

TGY 2.04 Aesthetic Formal Relative Terr.

Form

Construction Quota New construction cannot exceed 10% of existing enclosed space, per year. There is no limit to campus enclosed volume.

CQT 2.05 Economic Formal Relative Terr.

Use Form

Town & Gown Campus must balance community interests with institutional agendas.

TGN 2.06 Econ. Hygienic. Form.

Relative Non-Terr.

Use

261

2.04 - TGY, 2.05 - CQT, 2.06 - TGN

ยง2 Extramural Rules

Engaged Ground Floors

EGF 2.07

All new construction must provide a highlyactivated, publicly accessible ground floor that may incorporate but is not limited to: commercial, retail, or public institutional uses.

Harvard IMP 2012

Formal Absolute Terr Form Use

Glasnost

GST 2.08

The University must provide channels for clear and honest communication with its public.

Econ. Oper. Pol. Relative Non-Terr.

Use

Publicity

PBL 2.09

Campus ground must be made accessible for use by the public.

Econ. Oper. Pol. Relative Non-Terr.

Use

262

2.07 - EGF, 2.08 - GST, 2.09 - PBL

Build-to Lines All buildings along campus-edge conditions must be built to the plot's effective maximum boundaries.

BTL 2.10 Aesthetic Formal Absolute Terr.

Form

Celebrate Edges & Entrances Promote visible and sympathetic connections to surrounding neighborhoods and districts.

CEE 2.11 Aesthetic Formal Relative Terr. form

Public Interest Campus development must present quantifiable added-value to the community.

PBI 2.12 Econ. Oper. Hyg. Form.

Relative Terr.

Use Form

263

2.10 - BTL, 2.11 - CEE, 2.12 - PBI

ยง3 Intramural Rules

Miesian Grid

MGR 3.01

The campus plan, and all buildings encompassed within said plan must be executed on a 24' grid module.

Mies van der Rohe, Illinois Institute of Technology

Aesthetic Formal Absolute Terr.

Form

Preservation

PRE 3.02

No harm may come of any object older than fifty years as a result of new construction, renovation, or modification projects.

Econ. Oper. Form.

T HIS IC OR

Relative Terr.

Form

Mining

MNG 3.03

The facades of existing buildings, older than fifty years, must be preserved and incorporated into the construction of new buildings.

OMA/Rem Koolhaas, Plan for Harvard

Oper. Aesth. Form.

Relative Terr.

Form

264

3.01 - MGR, 3.02 - PRE, 3.03 MNG

Mostly Green Cumulative footprint of campus buildings must not exceed 49% of total campus area.

MYG 3.04 Aesthetic Formal Absolute Terr.

Use Form

Walkways All walkways must be at least three times the width of the average faculty member, as measured at the waist, according to semi-annual campus census, and be in accordance with ADA requirements.

Ivory Towers Campus buildings may grow to indefinite height, except in accordance with local rules, regulations, or conflictual codes.

WAY 3.05 Aesthetic Formal Relative Terr.

Use Form

IVT 3.06 Aesth. Form. Pol. Relative Terr.

Form

3.04 - MYG, 3.05 - WAY, 3.06 - IVT

ยง3 Intramural Rules

YAR 3.07

<40

Young Architects Campus building commissions must be given to architects under the age of 40.

Econ. Oper. Aesth.

Absolute Terr.

Use

Lavatories

LAV 3.08

No occupiable space may be more than 100' from the nearest gender-neutral restroom.

Hygienic Relative Terr.

Use

The Three W's

WWW 3.09

All campus buildings must provide Water, Wi-Fi, and Workspace.

Econ. Hyg. Pol. Absolute Terr.

Use

266

3.07 - YAR, 3.08 - LAV, 3.09 - WWW

Arcades There must be at least continuous route between all campus buildings that provides shelter from the elements.

ARC 3.10 Oper. Aesth. Form.

Absolute Terr.

Use Form

Security The campus must be secure without being exclusive.

SEC 3.11 Oper. Hyg. Pol. Relative Terr.

Use

Superblock Campus may occupy at most a space equivalent to a city's superblock.

SPR 3.12 Oper. Aesth. Form. Pol. Relative Terr.

Form

267

3.10 - ARC, 3.11 - SEC, 3.12 - SPR

ยง4 Building Rules

Balkone

BAL 4.01

To each Knower his or her own balcony.

Walter Gropius, Bauhaus Dessau

Aesth. Hyg. Form.

Absolute Non-Terr.

Use Form

Habitations

HAB 4.02 4000 cu. ft.

Econ. Oper. Pol. Absolute Non-Terr.

Use

Each campus dweller has the right to a habitation with a volume of no less than 4000 cu. ft. The University body may grow no larger than the total accommodation quota (though this quota is subject to increase as new construction progresses)

Open Doors

OPN 4.03

No campus dweller may be restricted access to any non-habitational space.

Oper. Form. Pol. Relative Terr.

Use

268

4.01 - BAL, 4.02 - HAB, 4.03 - OPN

Toit-terrasse Any ground occupied by a construction must be vertically offset and made accessible to all campus dwellers.

Le Corbusier, Vers Une Architecture

TRS 4.04 Oper. Aesth. Form. Pol. Absolute Terr.

Use

Natural Light

NTL 4.05

No slab may be deeper than 48'

Oper. Aesth. Form. Pol. Absolute Non-Terr.

Form

Library The campus must include a library, whose functioning is a responsibility to both University and its public.

LIB 4.06 Oper. Form. Pol. Relative Non-Terr.

Use

269

4.04 - TRS, 4.05 - NTL, 4.06 - LIB

§4 Building Rules

Parking

PRK 4.07

The University is obligated to provide parking and access for the physically handicapped.

No general use parking is to be provided within the domain of campus.

Econ. Oper. Aesth.

Absolute Terr.

Use

Places to Sit

PTS 4.08

"People like to sit, where there are places to sit." Outdoor spaces must provide 1 standard bench for each 25' of building enclosure.

William Whyte, "Social Life of Small Public Spaces"

Oper. Form. Pol. Relative Non-Terr.

Use

CXS 4.09

Contextual Scale +20%

Oper. Aesth. Form.

Relative Terr.

250â&#x20AC;&#x2122;

New construction cannot be more than 20% taller than the tallest neighboring building within a 250' radius, except for buildings that fall under the Ivory Towers Rule.

Form

270

4.07 - PRK, 4.08 - PTS, 4.09 CXS

Trees

TRE 4.10

Trees cannot be destroyed to make way for new campus construction. Trees may be relocated, if possible.

Le Corbusier, Esprit Nouveau Pavilion

Aesthetic Formal Absolute Terr.

Form

No Paint

NPT 4.11

The exterior surfaces of campus buildings cannot be coated in paint, but must rather present an unmodified material surface.

Adolf Loos, Ornament und Verbrechen

Aesthetic Formal Absolute Non-Terr.

Form

Minimum Fenestration Area All occupiable spaces must have access to sunlight. The MFA for each space is equal to the quotient of the total enclosed spatial volume and an MFA factor of 20.

MFA 4.12 20

= Aesth. Form. Pol. Relative Non-Terr.

Form

271

4.10 - TRE, 4.11 - NPT, 4.12 - MFA

§4 Building Rules

High Ceilings

HIC 4.13

The minimum vertical dimension of any occupiable space will be 96".

96” Aesth. Form. Pol Relative Non-Terr.

Form

96”

Subterranea

SUB 4.14

Campus construction may proceed without limit below grade provided that all spaces are daylit.

Econ. Oper. Aesth.

Relative Terr.

Form

Gym

GYM 4.15

Campus shall include a space for physical exertion in the service of fitness.

Oper. Form. Pol. Absolute Non-Terr.

Use

272

4.13 - HIC, 4.14 - SUB, 4.15 - GYM

Elevate All structures above three stories must include an (1) elevator per 10,000 sq. ft. of enclosed space.

ELV 4.16 Oper. Form. Pol. Absolute Terr.

Use Form

Dining A communal kitchen provides a venue for the cooperative preparation of food.

DNG 4.17 Econ. Oper. Hyg. Form.

Absolute Non-Terr.

Use

Farming At least 50% of green space must be utilized for the cultivation of food.

FRM 4.18 Econ. Oper. Aesth. Pol. Relative Terr.

Use

273

4.16 - ELV, 4.17 - DNG, 4.18 - FRM

MGR 3.01 PRE 3.02 MNG 3.03 MYG 3.04 WAY 3.05 IVT 3.06 YAR 3.07 GGN 3.08 WWW 3.09 ARC 3.10 SEC 3.11 SPR 3.12

Miesian Grid Preservation Mining Mostly Green Walkways Ivory Towers Young Architects Gotta Go Right Now The Three W's Arcades Security Superblock

GNH 2.01 Good Neighbor LKS 2.02 Landmarks DEV 2.03 Developable Envelope TGY 2.04 Topography CQT 2.05 Construction Quota TGN 2.06 Town & Gown EGF 2.07 Engaged Ground Floors GST 2.08 Glasnost PBL 2.09 Publicity BTL 2.10 Build-to Lines CEE 2.11 Celebrate Edges & Entrances PBI 2.12 Public Interest

U

U

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F U

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Rule Ethos, Logic, Domain Distribution e tiv la Re

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Hortus Conclusus Public Sphere Five-Year Plan Campus Universitas Magna Charta Universitatum Quid pro quo Polis Demonstration Student Body Money Academic Freedom Research Collective Degrees Teaching Tenure Commune Infrastructure

N N

N

N

N

N

N N N

N

T T T T T T T T T T T T

T T T

T

T T T T T

T T

T T T

T

T T

T

T T

R R

R

R R

R R

R R

R R

R R R

R

R R

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R R R

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R R R

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A

A

A

A

A

A

A

A

A A

A A A

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Logic Absolute Relative Territorial Non-Territorial

e l tiv ria la rito Re Ter

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274

HOC 1.01 PSR 1.02 5YP 1.03 CPS 1.04 UVS 1.05 MCU 1.06 QPQ 1.07 POL 1.08 DMN 1.09 SBY 1.10 MON 1.11 AFR 1.12 RSR 1.13 CDS 1.14 TCH 1.15 TEN 1.16 CMN 1.17 IFR 1.18

A

A

A A A A A A A

A A

A A A

A

P P

P

P P

P P

P

P P

P

P

P P P P P P P P P P P P P P

P P P

F

F

F F F F F F

F F F F

F

F F F F F

F F

F

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H H

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O

O O

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O O

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O O O O O O O

O O

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Ethos Economic Operational Hygienic Formal Political Aesthetic Ae st he t

Fo rm al

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Balkone Habitations Open Doors Toit-terrasse Natural Light Library Parking Places to Sit Contextual Scale Trees No Paint Minimum Fenestration Area High Ceilings Subterranea Gym Elevate Dining Farming rm Fo e Us

BAL 4.01 HAB 4.02 OPN 4.03 TRS 4.04 NTL 4.05 LIB 4.06 PRK 4.07 PTS 4.08 CXS 4.09 TRE 4.10 NPT 4.11 MFA 4.12 HIC 4.13 SUB 4.14 GYM 4.15 ELV 4.16 DNG 4.17 FRM 4.18

41

U

U

U

U

U

U

U

U

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31

F

F

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Rule Analysis

275

19

N

N

N

N N

N

N N

N N

41

R

T

33

R

R R R

R R

R

R

T

T

T T

T T

T

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27

A

A A A

A A

A

A A

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43

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27

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A

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P P P P P P P P

P P P P

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A

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39

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276

AF

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OPERATING SYSTEM

277

AFR 1.12 ARC 3.10

Academic Freedom Arcades

BAL 4.01 BTL 2.10

Balkone Build-to Lines

CPS 1.04 CEE 2.11 CDS 1.14 CMN 1.17 CXS 4.09 CQT 2.05

Campus Celebrate Edges & Entrances Collective Degrees Commune Contextual Scale Construction Quota

DMN 1.09 DNG 4.17 DEV 2.03 ELV 4.16

Demonstration Dining Developable Envelope Elevate

EGF 2.07 FRM 4.18 5YP 1.03

Engaged Ground Floors Farming Five-Year Plan

GST 2.08 GNH 2.01 LAV 3.08 GYM 4.15

Glasnost Good Neighbor Lavatories Gym

HAB 4.02 HIC 4.13 HOC 1.01

Habitations High Ceilings Hortus Conclusus

IFR 1.18 IVT 3.06 LKS 2.02 LIB 4.06 MCU 1.06 MGR 3.01 MNG 3.03 MFA 4.12 MON 1.11 MYG 3.04 NTL 4.05

Research

SEC 3.11 SBY 1.10 SUB 4.14 SPR 3.12

Security Student Body Subterranea Superblock

TCH 1.15 TEN 1.16 TRS 4.04 TGY 2.04 TGN 2.06 TRE 4.10 WWW 3.09

Teaching Tenure Toit-terrasse Topography Town & Gown Trees The Three W's

UVS 1.05

Universitas

WAY 3.05

Walkways

YAR 3.07

Young Architects

Infrastructure Ivory Towers Landmarks Library Magna Charta Universitatum Miesian Grid Mining Minimum Fenestration Area Money Mostly Green Natural Light

NPT 4.11

No Paint

OPN 4.03

Open Doors

PRK 4.07 POL 1.08 PRE 3.02 PBL 2.09 PTS 4.08 PSR 1.02 PBI 2.12

Parking Polis Preservation Publicity Places to Sit Public Sphere Public Interest

QPQ 1.07

Quid pro quo

278

RSR 1.13

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

OPERATING SYSTEM

279

MGR 3.01 EGF 2.07 PTS 4.08 DMN 1.09 CEE 2.11

BAL 4.01 NPT 4.11 MCU 1.06 POL 1.08

TRS 4.04

TGN 2.06

GST 2.08 5YP 1.03

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Section 2 Program

Programmatic Considerations for the University According to the preceding studies and procedures, the following use functions must be accommodated to guarantee the vital operation of the University. All spatial, logistical, and infrastructural elements will be categorized according to the following top-level use-function category â&#x20AC;&#x2DC;Frame,â&#x20AC;&#x2122; is considered the infrastructure necessary to accommodate the use-function spaces.

food, and hygiene. teaching, research, exchange, collaboration. socialization, solitude, and sport.

OPERATING SYSTEM

281

ยง2.0 Program Overview

(1) Life Habitation for (500) five-hundred Knowers.

Habitations to facilitate: sleeping, working, and access to the environment. Hygiene facilities for (500) five hundred residents, and public visitors. Space for preparing meals, and a facility for sharing them.

Gardens for the cultivation of food.

(2) Labor Space to facilitate communication between 500. Seminar halls to facilitate exchange between a few.

A library within which to study in solitude. Space to work on, in, and with.

(3) Leisure Outdoor space to facilitate conversation, introspection (public).

Spaces to retreat into solitude, spaces to engage others.

Space to exercise, alone, or collectively.

129

(4) Frame Space to move freely within the University.

Space to find a use for.

Connection to transit networks.

282

Program Overview

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Life

Leisure

Labor

OPERATING SYSTEM

283

Program Analysis

ยง2.1 Life

Habitation for (500) five-hundred Knowers.

Habitation to facilitate: sleeping, working, and access to the environment. Hygiene facilities for (500) five hundred residents, and public visitors. Space for preparing meals, and a facility for sharing them. Gardens for the cultivation of food.

Circulation

48,520 ft2

Restrooms 2,000 ft2

Auditorium

Kitchen

7,500 ft2

8,000 ft2

Dining 7,500 ft2

Garden

Lab

10,000 ft2

25,000 ft2

Habitations

Reading

81,000 ft2

Campus

8,000 ft

2

296,120 ft2

LIFE 2.1

52,600 ft2 Recreation

Habitation Bed Resting Work Bathroom Balcony Circulation

Hangar 10,000 ft2

Space Area 31 ft2 24 ft2 30 ft2 32 ft2 30 ft2 15 ft2 Total ft2 / Unit 162 ft2 Total Req't

Seminar Rooms 9,000 ft2

Offices 10,000 ft2

Book Space 12,000 ft2

Quantity

500 x 162 ft2 81,000 ft2

Area

Space Req't

1.6 m2 / Seat

16 ft2 x 500

8,000 ft2

1.5 m2 / Seat

15 ft2 x 500

7,500 ft2

100 ft2 x 20

2,000 ft2

Total Req't

98,500 ft2

Kitchen Dining Restrooms 20 x 10m2

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

OPERATING SYSTEM

285

Program Analysis

ยง2.2 Labor

Space to facilitate communication between 500. Seminar halls to facilitate exchange between a few.

A library within which to study in solitude. Space to work on, in, and with.

Circulation

48,520 ft2

Restrooms 2,000 ft2

Auditorium

Kitchen

7,500 ft2

8,000 ft2

Dining 7,500 ft2

Garden

Lab

10,000 ft2

25,000 ft2

Habitations

Reading

81,000 ft2

Campus

8,000 ft

2

296,120 ft2

LABR 2.2

52,600 ft2 Recreation

Hangar 10,000 ft2

Seminar Rooms 9,000 ft2

Offices 10,000 ft2

Book Space 12,000 ft2

Offices for Professors: 100 Offices: 10-12m2

Quantity & Area 100 x 100 ft2

Space Req't 10,000 ft2

Book Space: Bookcases with 6-7 shelves, 2m (reach height) Distance between cases: 1.5-1.6m Space required: 2.4-2.5m2/200 books

100,000 x .12 ft2

12,000 ft2

Reading Space: Carrels: 2.4-2.5m2/ Space Meeting Rooms: 40m2

200 x 24 ft2 10 x 400ft2

48,600 ft2 4,000 ft2

Seminar Rooms 10 Occ. 20 Occ. 40 Occ.

400 ft2 x 10 600 ft2 x 5 1,000 ft2 x 2

4,000 ft2 3,000 ft2 2,000 ft2

500 x 50 ft2

25,000 ft2

500 x 15 ft2

7,500 ft2

Total Space Req't

116,100 ft2

Lab 5m2 / Knower Auditorium 500 Seats: 1.5 m2 / Audience Member

286

ยง2.2 Labor

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

OPERATING SYSTEM

287

Program Analysis

ยง2.3 Leisure

Outdoor space to facilitate conversation (public), introspection (private).

Spaces to retreat into solitude, spaces to engage others.

Space to exercise alone, or collectively.

Circulation

48,520 ft2

Restrooms 2,000 ft2

Auditorium

Kitchen

7,500 ft2

8,000 ft2

Dining 7,500 ft2

Garden

Lab

10,000 ft2

25,000 ft2

Habitations

Reading

81,000 ft2

Campus

8,000 ft

2

296,120 ft2

LSRE 2.3

52,600 ft2 Recreation

Hangar 10,000 ft2

Seminar Rooms 9,000 ft2

Offices 10,000 ft2

Book Space 12,000 ft2

Recreation Gym for 50 Support Spaces Courts Track

Space Area 2,000 ft2 2,000 ft2 4,000 ft2 500 ft x 250 ft

Req't 2,000 ft2 2,000 ft2 4,000 ft2

Garden

500 x 20 ft2

10,000 ft2

Hangar

10,000 ft2

10,000 ft2

Total Space Req't

28,000 ft2

288

ยง2.3 Leisure

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

OPERATING SYSTEM

289

Program Analysis

ยง2.4 Frame

Space to move freely within the University.

Space to find a use for.

Connection to transit networks.

Circulation

48,520 ft2

Restrooms 2,000 ft2

Auditorium

Kitchen

7,500 ft2

8,000 ft2

Dining 7,500 ft2

Garden

Lab

10,000 ft2

25,000 ft2

Habitations

Reading

81,000 ft2

Campus 296,120 ft2

FRM 2.4 Urban Room Circulation Transit Connection

290

ยง2.4 Frame

52,600 ft2 Recreation 8,000 ft

2

Hangar 10,000 ft2

Seminar Rooms 9,000 ft2

Offices 10,000 ft2

Book Space 12,000 ft2

Space Area 75 % Footprint Area

Req't Relative - (Site)

20% Enclosed Area 20% x (242,600 ft2)

48,520 ft2

5,000 ft2

5,000 ft2

Total Space Req't Cumulative Req't

53,520 ft2 296,120 ft2

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

OPERATING SYSTEM

291

Program Analysis

ยง2.5 Program Space Analysis

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Habitations to facilitate: sleeping, working, and access to the environment. Hygiene facilities for (500) five hundred residents, and public visitors. Space for preparing meals, and a facility for sharing them. Gardens for the cultivation of food.

(3) Leisure Outdoor space to facilitate conversation, introspection (public).

Spaces to retreat into solitude, spaces to engage others.

292

ยง2.5 Program Volumes

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

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OPERATING SYSTEM

Program Analysis

The University is an essential public sphere situated at the center of society. The University has the capacity, and responsibility to engage multiple publics.

â&#x20AC;&#x153;What remains of modernity is only a spectral sense of our existence, in which we wrestle with the barely perceptible and unsolid echoes of an architectural past that cannot be recovered, and a future that will not arrive.â&#x20AC;?

Manfredo Tafuri Architecture and Utopia: Design and Capitalist Development (1970)

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

297

Assertions

campus |’kamp es| noun the grounds and buildings of a university or college Origin: Latin campus, -i, n, m. 2º ‘field’ ‘plain’ ‘place of action’

"Campus" is a project that interrogates the University as an architectural type, urban formation, and institutional typology in order to develop a new archetypal definition that can redirect urban, civic, and educational dynamics.

The University is a polyvalent entity. Depending upon who is asking, the university may be a developer, planner, bank, educator—even city. The university’s influence has spread beyond the bounds of campus: the modern university is a mechanism in control of vast flows of capital, information, and culture that transcends political or geographic borders.

If modes of production are no longer tied to discernible centers of industry, but rather are nimble and ubiquitous, embodied within the agents of immaterial production themselves, then how can the city transform to support new paradigms of urban life? Within network culture the city is no longer comprised of discrete spaces for labor and leisure, but rather each is insidiously, and pervasively bound up in the other. If this is the new paradigm of urbanity, then its antecedent is already present today in the form of campus.

The subsumption of the University within twentieth century market-society, and the rise of the post-Fordist economy, radically transformed the operative ethos of the institution. In the context of an economy that feeds upon the production and exchange of commoditized information, the University no longer functions as a site for the pursuit of pure Truth. Rather the University becomes a machine for the reproduction of the post-Fordist labor force, and thereby cultivates a labor class whose products are not dissociable from the agents of their production. The University is a site of subjugation.

The displacement of material service production by the rapid proliferation of new forms of immaterial capital marks a clear shift in the trajectory of capitalist development. Late capitalism’s headlong drive towards a market

ASSERTIONS

299

of the immaterial only further ensures the centrality of the University an incubator of a ‘Knowledge class,’ and reflexively ensures the University’s destiny: hand-maiden to the market.

In order to realize an ideal University that stands in opposition to the market, the "Global Autonomous University" must reinforce the limits of the institution that the market seeks to transgress. The first step towards situating the autonomous University consists of recognizing the University of today as a key agent in the knowledge market. By first dissolving the paradigm of payment for access to Knowledge, the University can begin to depart from an insidious pedagogy of debt, wherein students become indentured servants of the market in exchange for the ability to become precariously situated agents in its re-production.

The University then becomes a social factory, a collective environment in which the dominant spatio-practical paradigm, private consumption, is replaced with one of public collectivity. In this way the University may become an autonomous site, a site of resistance by virtue of its nonparticipation in the exploitative practice of the Knowledge Regime.

The site of the autonomous University is the city, the ground of postmodern immaterial production. The evolution of the campus typology over the last century, from a Greenfield enclave set in opposition to the built-form of the city, towards a condition of urbanity, prefigured the re-situation and displacement of the factory (as key productive site), for the City. In the postmodern, campus becomes the city.

Campus thus proposes an architecture of the city, that through the imposition of absolute forms, may counter the continuous reproduction of urbanization. The surgical insertion of architectural spaces within the city that counter and subvert capital’s ability to predetermine the ordering of urban society. Campus is a constellation of sites that rely upon and simultaneously negate the market for Knowledge-commodity. Resistance via non-participation, or refusal.

Site(s): to this point the thesis has not had a single site. More than a small amount of effort has been directed towards situating the project without allowing any single site’s perceived genius loci potentially derail or deflect the agenda of the project. For this reason, the site is determined to be a series of sites upon which the archetypal model of the university (the design project) is deployed. The argument for sites is this: that the density of the city, with its juxtapositions of demos, culture, intensities of use, and inexhaustible surplus of energy, is the inherent ground of Network Society.

The attitude of the archetype will change according to locale. The junction between ground of the city, and the process of intervention that transforms

300

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Campus design has tended towards two paradigms: the greenfield and the urban campus. Represented at top, the University of Virginia is inscribed upon the idyllic American landscape. Below, Mies' Illinois Institute of Technology campus.

ASSERTIONS

301

that ground into ‘campus,’ is intended to produce a building that is an Absolute form, a vast public artifice. An infrastructure for the future ordering of publics in a future society.

Multiplicity: the project must be presented as an archetype that exists in a plurality of situations. The Global disposition of the autonomous University forms an archipelago of autonomous spaces that inscribe sites of nonparticipation within the globalized knowledge field.

Scale: The paradigm of the immeuble-cité: it is a building at the scale of an Urban element.

Curriculum: it falls outside of the purview of the project to determine a set of lessons, or even a curriculum that the University follows, but rather it is more important to articulate a definite attitude toward how a pedagogy develops within the University. The Global Autonomous University would hold that disciplinarity ought to be abolished in higher education, that the notion of compartmentalized Knowledge is merely in the best interests of the market. As such, curriculum ought to be emergent, naturally derived from the interests and abilities of the collective. It is not in the best interests of the project to be any-more determinist in this regard, however, the ‘sites’ on which the project is project-ed, may be pre-sented with accompanying narratives which suggest the curricula that might emerge, and the way in which the arche-type is transformed by those educational missions.

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

â&#x20AC;&#x153;The reality and reliability of the human world rests primarily on the fact that we are surrounded by the things more permanent than the activity by which they were produced, and potentially even more permanent than the lives of their authors.â&#x20AC;?

Hannah Arendt The Human Condition (Chicago: University of Chicago Press, 1958) pp.95-96.

304

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

305

306

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Act II

CAMPUS Five scenes on the University.

Mise en scène The time is noon on an ordinary week-day; the season of the year does not matter. The weather is fair to moderate. It is not raining, but the sky is not clear; it is a uniform light grey, uninteresting and somber, and the street lies in a dull and sober light which robs it of all mystery, all individuality. crowd, corresponding to the not over-busy character of the town.

Tram-cars glide past, a cab or two rolls by, along the pavement stroll a few residents, colourless folk, passers-by, the publicâ&#x20AC;&#x201D; "people."

Thomas Mann, Royal Highness (1909)

Alma Mater

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Preface Architecture: a medium for the production of Utopias, and the complex process by which they attempt to become material. Much Architecture devotes itself to the reproduction of the material conditions of the status quo. Architecture creates facilities (from Latin, facile, lit. trans: “easily”, that which makes easier), for the processes of the dominant social framework.1 The impossibility of realizing Utopian dreams does not negate Utopia’s conceptual value. The ‘object’ of the project of utopia is not so much a Sisyphean chase after a perfected image-world, but rather the production of a critical mirror.2 All Utopias, —inverted, mirrored reproductions—of immediately apparent every-wheres.3 The global stock of Universities constitutes a vast catalog of unique No-places situated within the context of the late modern every-where. A landscape of failed Utopias, the history of Universities is colored by a perennial struggle: the essential protection of sacred Ideals from the forces that simultaneously support, and compromise the project of Universitas.4 This irreconcilable Gordian knot is arguably the root of the diversity of processes that the contemporary University now engages. These processes no longer constitute a singular search for Truth, but and exchanges at all scales.

PREFACE

311

The scenes outlined in Campus interrogate the place of this ubiquitous institution within the complex milieu of late capitalism, and ask: what might happen when Architecture is separation,5 a is poised as an instrument for the radical accommodation of simultaneous, competing realities?5

University as a very real dream, a compromised utopia. It is not merely a critical appraisal of the University; the scenes propose a series of situations that exploit the institution’s late modern reality for the production of new institutional and architectural possibilities.

1 Frampton calls attention to this, one of Architecture’s essential dichotomies, in relation to Hannah Arendt’s analysis of the vita activa and Heidegger’s thought on dwelling. See Kenneth Frampton, “The Status of Man and the Status of His Objects: A Reading of The Human Condition” in K. Michael Hays, ed., Architectural Theory Since 1968 Archaeologies of the Future (London: Verso Books, 2005), and Reinhold Martin, “Utopian Realism” Online.

3 The attempt to realize Utopia might be considered a form of Totalitarianism, See Sheldon Rothblatt, “University as Utopia” in European Research University: An Historical Parenthesis.

4 Universitas is here in reference to the concept of the ‘ideal’ University, a confederation of scholars devoted to the search for “Truth.” See, also, the

Henri Lefebvre, and Hannah Arendt, among others, to debate the foundations of an ideal University. The Universitas Project (New York: MoMA, 2003).

Possibility of an Absolute Architecture

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

(Elevation)

PREFACE

313

I

or the University as Research Mill Research (dollars). There is no need for Byzantine ethical posturing or skunk-works secrecy in Edu-factory. Veritas than oil, gas, or gold, becomes valuable in its exchange. contact, lines of discussion, planes of argumentationâ&#x20AC;&#x201D; Edu-factory collapses Life and Labor.

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Site

SCENE I: EDU-FACTORY

317

genres of Knowledge Space without compromise. The Public Realm is a Productive Realm. Space within Edu-factory is probed, and surveilled—big Data records all discussion before cataloguing, processing, and re-broadcasting elsewhere (within the Tower as well as without). The Tower is a cerebral transistor.

Knowers are vehicles for the exchange of information, and are the sole agents of its production. Disciplinarity is abolished; new minds for new problems. The epicenter of production, Edufactory is a re-producer of the Social. Knowers invest themselves with Knowledge; in the process they soak up value like a sponge.

(Knowledge couldn’t ever be entirely dissociated from the Knower,

space at the heart of the Tower—technically distinct—explicitly proximate.

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CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Epicenter

SCENE I: EDU-FACTORY

319

The Plate (Plan)

320

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

The Hangar (Plan)

SCENE I: EDU-FACTORY

321

322

The Plate (Plan)

The Hangar

324

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Big Blue

SCENE I: EDU-FACTORY

325

Monuments

327

Military-Industrial-Academic

328

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

(Elevation)

SCENE I: EDU-FACTORY

329

Entering the Building

330

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Knowers from far and wide congregate in the Hall nearly every week as conferences converge, and dissipate according to wellpracticed routine. Immense congregations build overnight. The Habitations become crowded, lively and dense as nomadic scholars turn up en masse. Postmodern globe-trotters stop over for a weekend in the Tower as they traverse the hyperspace of late capitalismâ&#x20AC;&#x2122;s Knowledge Economy. No sooner have they settled do they depart, continuing along on a maniacal dĂŠrive between the outposts of the Knowledge Empire.

SCENE I: EDU-FACTORY

331

332

Edu-Factory (Axonometric)

II

or the University as Export-Enclave A playground at the scale of a state. Economics don’t apply here, well, perhaps not in the usual sense. In the Kingdom, economics rule all, but it’s a strange sort of equation that Rules. Supply and demand, no longer chimeric duality held apart in an endless dance—here, supply and demand coincide.

Economics in service of an omnipotent Id machine: desire unleashed upon the world. Everywhere echoes of another place (Weren’t we here just yesterday, Didi?) The compound is set apart from the desert by a series of perfect ramparts. The world outside seeps in through a controlled series of valves. security. A sense of foreboding saturates the atmosphere.

336

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Site

SCENE II: UNIVER-CITY

337

From the portside of a jet descending into DYS one is struck by near the extreme edge of the runway; second, the sheer monotony of the desert beyond. The cubic Tower sits within an emerald limitless horizontality. “The desert inspires a cruel kind of longing.”

plinth vibrates with the sound of a gentle hum, a massive bee hive seemingly trapped inside. Within, an endless phalanx infrastructures tangle in a frenzy beneath the foundations.

The servers are nodes in a global network that is perversely pervasive: everywhere, but nowhere to be found. A singular hookup to a web of connections that links here to everywhere else—the world collapses to a single point, or expands into a cloud of everywheres, all at the same time. The plinth is an exhilarating reveal—where infrastructure, the hidden truth of the modern

The Tower is a replica.

338

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Situations

SCENE II: UNIVER-CITY

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Oasis

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represented atmosphere of elsewhere. Outside, the monotony of the desert is ferociously Real. A thin envelope mediates the extreme differential. Within, Ideals projected within a Wanting Void. Leafy Yards in the desert—a profound disjunction between here and there is perversely satisfying. The Earth is ruthlessly subjugated—foreign plants subsist under the Desert sun, carefully preserved by an elaborate, subterranean life support system. The Kingdom’s Knowers live in a carefully curated reality sustained

simulated renditions of academic debate. Freedom is a carefully controlled, and highly prized illusion in the Kingdom.

At the summit of University sits a surreal reproduction of a New England landscape. A curated sampling of the best Greens, Yards, and Quads reproduced for consumption abroad. The Garden’s irrelevant.) A simulacrum of historical tradition, a lush temporarily free. It is a nostalgic recreation of an idyll that past it never had. Desperate to belong, Univer-city is an Ivory Tower beneath an Ivy toupee.

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Skyline

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Strada

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Univer-city (Elevation)

Architecture of Density

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At the base of the University is a vast trading hall. Here shares in the productive futures of would-be initiates are traded, derived, exchanged. Hedge funds compete to buy derivative shares

SCENE II: UNIVER-CITY

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Development

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Frame

SCENE II: UNIVER-CITY

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III

The City had become a Mall.

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Site

SCENE III: CONSUMER PARADISE

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A bank of escalators descends into the food court to whisk

Would-be Knowers submit themselves voluntarily to the Regime of of fast-times.

A luxe terrazzo unfolds underfoot in every direction. Everything

Day and Night). Exact air-conditioned it is Eden® —even the emitters surreptitiously installed in the ceiling plenum. An uncanny continuity pervades the uncountable rooms of Paradise.

extrema. The University is a “loose confederation of faculties with an allegiance to the central heating plant.” Silence is nowhere to be found; elevator music engages in a constant battle

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SCENE III: CONSUMER PARADISE

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"Academic Shopping Mall"

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laboratoriesâ&#x20AC;&#x201D;Glazed spaces for ethnographic observation, or the Spectacular display of a continual, fantastic, drama of the LifeAcademic.

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serviced by myriad deus ex machinaâ&#x20AC;&#x201D;the infrastructure of communication. In the center of Paradise a slowly rotating disc presents a never-ending deluge of TEDTalks. Enthusiastically received by an over-caffeinated studio audience, the broadcasts are simulcast throughout the world. Knowledge explodes from the University in frenetic spurts, at all hours of everyday.

Sitting precipitously above the void sits a crown of Hotel Suites. Heroic elevator bundles pierce the void with Piranesian audacity. The immediate needs of a transient population are automatically provided for in the rooms. Food, liquids, climate, entertainment, all optimized to ensure spontaneous and uninterrupted satisfactionâ&#x20AC;&#x201D;a Taylorized machine for rest.

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Spectacle

SCENE III: CONSUMER PARADISE

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362

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Module

SCENE III: CONSUMER PARADISE

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Axonometric

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open Daily.

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Skyline

SCENE III: CONSUMER PARADISE

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IV

Speculator or the University as Developer The Great lateral expansion of the late twentieth century.

A thin coating of manufactured urbanism pulled taut over the surface of the earth. City-building is perfected, a mechanical art executed at manic pace.

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Site

SCENE IV: SPECULATOR

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Operating behind the veil of a shell corporation, the University accumulates massive tracts of territory without arousing the suspicion of the Town. The image of occupation is preserved (to the extent deemed absolutely, legally necessary) as fatigued security guards make endless rounds, turning lights methodically on and off. The Empire of Vacancy deftly simulates occupancy.

The University builds a wasteland of empty Space to simulate insatiable demand and provoke the perception of scarcity, a oneman cartel at the helm of a Potemkin metropolis.

waste to entire neighborhoods as it builds a vast stock of vacant

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Mat

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Favela

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parasiteâ&#x20AC;&#x201D;consuming the Town from within.

by the rapacious appetite of the University. They seek shelter outside of the Tower. Sympathetic friends invite the displaced

(though these too evaporate as more and more property is turned

SCENE IV: SPECULATOR

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to tracking and recording the movements of the security guards through the Vacant Empire. They synchronize schedules and draft a complex choreographyâ&#x20AC;&#x201D;covert movements between empty spaces according to anticipated incursions. They are often nearly discovered. It is a constant migration. Students spend nights in different rooms, then are re-absorbed into the Tower by morning, leaving not a trace. Student life becomes a new nomadism, the

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Intramural

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Neighbor

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The engorged campus spreads a delicate Ivy veneer over the city (Tweed-wash®, a lucrative development strategy now sweeping land values. “Authenticity” is preserved at all costs—historical structures are carefully taxidermied. Facades painstakingly embalmed, interiors mercilessly eviscerated. New quadrangles metastasize a cancerous urbanism that threatens to swallow up the

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Developer (Plan)

SCENE IV: SPECULATOR

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Developer (Section)

V

Genesis

Once, there was a city altogether quite unremarkable. With the exception of the Monument that stood in the city center, it was a place most like any other.

“The time is noon on an ordinary week-day; the season of the year does not matter. The weather is fair to moderate. It is not raining, but the sky is not clear; it is a uniform light grey, uninteresting and somber, and the street lies in a dull and sober light which robs it of all mystery, without much noise and crowd, corresponding to the not overbusy character of the town. Tram-cars glide past, a cab or two rolls by, along the pavement stroll a few residents, colorless folk, passers-by, the public—’people.’

Royal Highness, Thomas Mann The Building had stood in the center of town for as long as anyone could remember, and before then, too. It was no more than 200 meters on each side. It stood above a patch of ground, campus.

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Alma Mater (Detail)

SCENE V: GENESIS

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390

Over the dwellers remember swelled,

years the bounds of confused one ground which was which. At and with it too—the

campus had slowly eroded. The city for another, and soon nobody could the end of the century, the city University.

Streets were soon clogged with idealistic, energetic peripatetics. Street corners hosted impromptu seminars. Sidewalks the metropolis turned itself inside-out in one swift, acrobatic lunge. Sous les pavés, la plage.

They name their new city “University.”

embrace. Within the city they are sheltered—if only for awhile, and at great cost. The students organized themselves, associating only with others from their towns and villages. They conducted themselves according to their customs, living and working cooperatively, protecting each other from raids by irate Townies, or the other student Nations.

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Strada

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Stoa

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In the center of University, the Tower. An Absolute form, it stood for nothing but itselfâ&#x20AC;&#x201D;A monument to its own objecthood.

An indeterminate architecture: sur-real, but not un-real. Its

rhetoric. of activity in ruthless pursuit. A blank slate on which to project metropolitan desires.

Below its heights the Plains of Id extend in all directions.

Like a meagre table spread, a bland landscape of spec-built Urbanization is pitted before the Towerâ&#x20AC;&#x2122;s unwavering rigidity. momentum.

The production of architectures is the manufacture of commoditized space for the metastasization of the Urban. Urban

The old inexorably burdened by the new. Town and Gown, and never the twain shall meet.

SCENE V: GENESIS

395

of thousands. Service is suspended, â&#x20AC;&#x153;We apologize for the inconvenience.â&#x20AC;? Infrastructure contorted and tortured, something A staunch group of hold-outs, no more than a couple thousand, retreat. They take up residence in the tower.

A massive cabinet of metropolitan density, it is a frame of

life lives on.

After the crash, the World looked left and right for answers.

a Global Knowledge Economy bursting at the seams with surplus Labor.

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Escape (Retreat)

SCENE V: GENESIS

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Ascent

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Scholars huddled on muddy ground (Athens all over again.

Democratic space realized at last?) The Refugees eagerly dream of new Urbanities. Impromptu symposia commence as the Knowers debate the formation of a masterpiece—a University: autonomous, pristine, ideal.

Below the tower an immaculate swathe of marble stretches a delicate grid to the horizon. The University’s primordial ground is institutionalized as collective stage, a mammoth piazza— the Living Room. It is a vast, majestic portico. A hypostyle stretching out beneath the vaults of Alma Mater. Be-marbled ground where groups of would-be philosophers swarm coagulate, and dissolve. At once a sublime condenser and social meter: Knowers vocalize collective anxieties amidst the chatter of thousands.

40,000 m2 of Almost Nothing. On its surface camps coagulate, and

Tower. Slowly, cohorts percolate through, exploring. No one has ever Known the Tower in all—no single map has recorded all of its rooms. Any plan that purports to do so would be readily false,

SCENE V: GENESIS

399

The crowd slowly waxes and wanes. Arrivals from the Towns join the Waiting by the busload. Some, exhausted by the journey and the wait, drop out. The Living Room trembles with a certain rhythm as trains pass through the subterranean stationâ&#x20AC;&#x201D;arrive, unload, load, depart.

Admission. Nearly three million such Volunteers storm the gates years.

The Patient are rewarded. Initiatives become intrepid pioneers of an unfamiliar urbanity. Loading into the elevators, the huddled Knowers eagerly await their arrival.

The ceiling of the Living Room is accessible from inside. From the balcony the Knowers gaze upon and wonder at the heaving crowds in the Living Room, the space is uncanny. The transparent emphatically welcomed, involuntarily oriented. Ice is forcibly broken as new recruits are presented to the University faculty in a weekly ritual. Entrance interviews are given, areas-ofexpertise categorically recorded by the Registrar in the master schedule.

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Upward Mobility

SCENE V: GENESIS

401

Debates

403

A system of rules is drafted: complete, total, thorough. They govern and ensure the re-production of immaculate spaces for the “Generation of Knowledge.” The administration fervently applauds truly is power.”

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Library

SCENE V: GENESIS

405

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Within the Tower notions of disciplinarity are to be abolished.

Knowers will be socially and cerebrally mobile, able to (and required) to jump nimbly between domains of Knowledge, according racetrack.

SCENE V: GENESIS

407

408

Teaching

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The debates drag on for weeks at a time. Stultifying

no hint of relief. Before long the Knowers realize their Dreamedof University has suddenly come into being. Still, they continue as Academics vie for erudite supremacy. For decades thereafter the Tower is host to manic debates of any- and every-thing, a stage for the constantly shifting pursuit of Truth.

SCENE V: GENESIS

411

EPILOGUE

Epilogue University an outpost of the disembodied market. For the Institution to regain the precious ground of autonomy, it ought to remember that campus, while referring to ground, structure, and locus of the Institution, towards autonomy, it cannot become a hermetic enclave. Throughout its history the University has been, for better or for worse, bound to its realityâ&#x20AC;&#x201D;and all of the frictions and compromise that entails. to transgress the limits of the institution and its ideals. A project

than adversarial conditions?

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Alma Mater

EPILOGUE

415

“Architecture will never again be the social art, the collective art, the dominant art. The great poem, the great edifice, the work of humanity will no longer be built; it will be printed.”

Victor Hugo Notre Dame de Paris (1833)

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419

Appendices

Glossary Bibliography Exhibition & Review

APPENDICES

421

Glossary Academic Capitalism - the Commune involvement of universities in market like behaviors. The prevalence of

Rhoades and Slaughter, "Academic Capitalism in the New Economy."

Architecture - "

Crisis -

Buffalo, NY -

Oxford English Dictionary.

Foucault, Michel -

heterotopias. Michel Foucault, "Of Other Spaces: Utopias and Heterotopias."

Reyner Banham, Introduction to, A Concrete Atlantis.

actionâ&#x20AC;&#x201D; Since the 18th

Heterotopia -

Faculty -

effect for the cause." Etienne-Louis BoullĂŠe, "Architecture, Essai sur l'art."

Campus -

Antonio Gramsci, the Prison Notebooks.

Campus

campus

Hortus conclusus Michel Foucault, "The Concern for Truth."

Gramsci, Antonio - "We can see hortus conclusus refer to enclosure.

hortus conclusus became a sine non

Campus is a project that sets out from all of

private precinct at the heart of the Magna charta universitatum -

Code -

"objective" question. It is born of institution at the heart of societies

Pinnell, SmartCode v9.2

422

Patrick

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

in Chains." universities must be inseparable if

Monastery - 1 a house or place of

Dictionary.

Kazys Varnelis, "The Rise of Network Culture."

Operaismo -

Oxford English

Natio -

Bologna Declaration

Pederson, The First Universities.

Metropole -

Network -

Olaf

re-structurations of capital. Michael Hardt and Antonio Negri, "Marx's Mole is Dead!."

to the colonial center of the Empire.

Polis confrontation of its parts. 1. The

in relation to the other." Gallagher and Robinson in "The Debate on the Rise of the British Empire."

intimate terms to encounter others

Military-industrial-academic Complex -

oppositorum" is not universal

Pier Vittorio Aureli, The Possibility of an Absolute Architecture.

Projection a plan. Merriam-Webster Dictionary

interests. Henry Giroux, "The University

GLOSSARY

423

Glossary Rules -

Rafael Moneo, "On Typology."

University - 1 an institution of

Urban Rules.

Alex Lehnerer, Grand

Scholae monasticae in the Western hemisphere from the Merriam-Webster Dictionary.

Universitas - a collection of

Tenure -

A History of the University in Europe.

Typology -

same formal structure. It is neither

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Selected Bibliography Allen, Stan. "Infrastructural Urbanism" in Center 14: On Landscape Urbanism (2007).

Delbanco, Andrew. College.

Princeton: Princeton University Press, 2012.

Illich, Ivan. Deschooling Society. London: Marion Boyars Publishers, 2000.

Aureli, Pier Vittorio. The Possiblity of an Absolute Architecture.

Cambridge: MIT Press, 2011.

Duany, Andres. "Notes Towards a Reason to Code" in Perspecta 35 "Building Codes" (2004).

Aureli, Pier Vittorio. The Project of Autonomy, Politics and Architecture Within and Against Capitalism. New York: Princeton Architectural Press, 2008.

Foucault, Michael. “Of Other Spaces: Utopias and Heterotopias” (1967), trans. Jay Miskowiec, in Joan Ockman, ed., Architecture Culture 1943-1968 (New York: Columbia Books of Architecture and Rizzoli, 1993.)

Jameson, Fredric. “Is Space Political?” in Postmodernism, or the Cultural Logic of Late Capitalism. Durham, NC: Duke University Press, 1994.

Aureli, Pier Vittorio. DOGMA, 11 Projects. London: Architectural Association, 2013.

Banham, Reyner. Megastructure: Urban Futures of the Recent Past.

New York: Harper & Row, 1976.

Frampton, Kenneth. "The Status of Man and the Status of His Object: a Reading of Hannah Arendt" in Hannah Arendt: The Recovery of the Public World, Melvyn Hill, ed.

New York: St. Martin Press, 1979.

Bok, Derek. Higher Education in America. Princeton: Princeton University Press, 2013.

Bluckert, Kjell et al. The European Research University.

New York: Palgrave, 2006.

Frank, Thomas. "The Academic Fight Song" in The Baffler (no. 23, 2013) Online.

Cacciari, Massimo. L’arcipelago.

Milan: Adelphi Edizioni, 1997.

Habermas, Jürgen. The Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society.

Cambridge: MIT Press, 1991.

Castells, Manuel. The Rise of the Network Society. Oxford: Wiley-Blackwell, 2000.

Cerdá, Ildefons. The Five Bases of the General Theory of Urbanization. 1867.

Christiaanse, Kees and Hoeger, Kerstin eds., Campus and the City: Urban Design for the Knowledge Society. Zurich: gta Verlag, 2007.

Costa, Xavier. "Jameson, Tafuri, Lefebvre" in Lahiji, Nadir ed., The Political Unconscious of Architecture.

London: Ashgate, 2012.

Cuff, Dana and Sherman, Roger, eds. Fast-Forward Urbanism, Rethinking Architecture’s Engagement with the City. New York: Princeton Architectural Press, 2011.

426

Ford, Marcus Peter. Beyond the Modern University: Toward a Constructive Postmodern University.

London: Praeger, 2002.

Harvey, David. Rebel Cities: From the Right to the City to the Urban Revolution. London: Verso, 2013.

Hilberseimer, Ludwig.

Metropolisarchitecture and Selected Essays. New York: GSAPP Books, 2012.

Hohenberg, Paul and Lees, Lynn Hollen. The Making of Urban Europe 1000-1994. Cambridge: Harvard Univeresity Press, 1995.

Huge, Elijah and Tuerk, Stephanie, eds., “Building Codes” Perspecta 35 (2004).

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Kauppinnen, Ilkka. "Toward transnational academic capitalism" in Higher Education (October 2012).

Kayden, Jerold. "Understanding the Code of Codes" in Perspecta 35 "Building Codes" (2004).

Koolhaas, Rem. “Bigness” in S, M, L, XL. New York: The Monacelli Press, 1995.

Koolhaas, Rem. Delirious New York.

New York: Monacelli Press, 1978.

Koolhaas, Rem. Exodus, or the Voluntary Prisoners of Architecture. Thesis. Architectural Association School of Architecture, London. 1971.

Kwinter, Sanford. Requiem for the City at the End of the Millenium.

Barcelona: Actar, 2010 Lahiji, Nadir. The Political Unconscious of Architecture.

London: Ashgate, 2012.

Le Corbusier. When the Cathedrals Were White. 1947.

Lefebvre, Henri. Introduction to Modernity. London: Verso, 1995 Lefebvre, Henri. “The Right to the City” in The Production of Space. Oxford: Blackwell, 1992.

Lehnerer, Alex. Grand Urban Rules.

Rotterdam: 010 Publishers, 2009.

Mathews, Stanley. From Agit-Prop to Free Space: The Architecture of Cedric Price. London: Artifice Books, 2007.

Martin, Louis. "Fredric Jameson Selingo, Jeffrey. College Unbround: and Critical Architecture" in Lahiji, The Future of Higher Education.

Nadir ed., The Political Unconscious of New York: New Harvest, 2013.

Architecture. London: Ashgate, 2012.

Smithson, Peter and Smithson, Martin, Reinhold. "Utopian Alison Margaret. Without Realism" Online.

Rhetoric: An Architectural Aesthetic 1955-1972. London: Latimer Martin, Reinhold. The New Dimensions, 1973.

Organizational Complex: Architecture, Media, and Corporate Space.

Sorkin, Michael. Local Code: The Cambridge: MIT Press, 2005.

Constitution of a City at 42˚N Latitude. New York: Princeton Neave, Bluckert, Nyhom eds.,.

Architectural Press, 1993.

The European Research University: an Historical Parenthesis. London: Sorkin, Michael. "Entering Palgrave Macmillan, 2006. the Building" in Perspecta 35 "Building Codes" (2004).

Negri, Antonio and Hardt, Michael. Empire. Cambridge: Tafuri, Manfredo. Architecture Harvard University Press, 2001. and Utopia: Design and Capitalist Development. Cambridge: Ockman, Joan. "Allegories of Late MIT Press, 1976.

Capitalism: Main Street and Wall Street on the Map of the Global Turner, Paul Venable. Campus: Village" in Lahiji, Nadir ed., The an American Planning Tradition.

Political Unconscious of Architecture.

Cambridge: MIT Press, 1984.

London: Ashgate, 2012.

Ungers, Oswald Mathias.

Ockman, Joan ed., Architecture Morphologie: City Metaphors.

Culture 1943-1968 (New York: Cologne: Walther Konig, 2011.

Columbia Books of Architecture and Rizzoli, 1993).

Ungers, Oswald Mathias.

The City in the City: Berlin: Pederson, Olaf. The First A Green Archipelago. Zurich: Universities. Cambridge: Cambridge Lars Müller, 2013.

University Press, 1997.

Varnelis, Kazys. "The Rise of Picon, Antoine. "The Ghost Network Culture" in Networked of Architecture" in Perspecta Publics (Cambridge: MIT Press, 35 "Building Codes" (2004).

2012). de Ridder-Symoens, Hilde.

A History of the University in Europe (Cambridge: Cambridge University Press, 2003)

Virno, Paolo. A Grammar for the Multitude: For an Analysis of Contemporary Forms of Life. Semiotext(e), 2004.

Ross, Andrew. "The Rise of the Global University" in Edufactory, Towards the Global Autonomous University (New York: Autonomedia, 2009).

Wigley, Mark. Prosthetic Theory: “The Disciplining of Architecture.”

Assemblage 16 (1991) pp. 7-29.

Rothblatt, Sheldon. "University as Utopia" in European Research University, Neave Bluckert eds.

Williams, Jeffrey. "The Pedagogy of Debt" in Edu-factory, Towards the Global Autonomous University (New York: Autonomedia, 2009).

Wigley, Mark ed., Yona Friedman: Structures Serving the Unpredictable Rotterdam: NAi, 1999.

BIBLIOGRAPHY

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Exhibition + Review Regina Gouger Miller Gallery Carnegie Mellon University Pittsburgh, Pennsylvania 27 April 2014 Jurors Kai Gutschow Hal Hayes Christine Mondor David Rifkind Cameron Tonkinwise Mary-Lou Arscott Jonathan Kline Charles Rosenblum

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Installation View

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Model + Installation View

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Model Detail

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Installation View

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Site Models

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Installation View

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Document: Magna Charta Universitatum

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â&#x20AC;&#x153;Magna Charta Universitatumâ&#x20AC;?

Preamble

The undersigned Rectors of European Universities, gathered in Bologna for the ninth centenary of the oldest University in Europe, four years before the definitive abolition of boundaries between all European nations and believing that people and States should become more than ever aware of the part that universities will be called upon to play in a changing and increasingly international society, Consider

1. that at the approaching end of this millenium the future of mankind depends largely on cultural, scientific and technical development ; and that this is built up in centres of culture, knowledge and research as represented by true universities ; 2. that the universities' task of spreading knowledge among the younger generations implies that, in today's world, they must also serve society as a whole ; and that the cultural, social and economic future of society requires, in particular, a considerable investment in continuing education ; 3. that universities must give future generations education and training that will teach them, and through them others, to respect the great harmonies of their natural environment and of life itself.

The undersigned Rectors of European universities proclaim to all States and to the conscience of all nations the fundamental principles, which must, now and always, support the vocation of universities.

Fundamental principles

1. The university is an autonomous institution at the heart of societies differently organized because of geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching.

To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and economic power.

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2. Teaching and research in universities must be inseparable if their tuition is not to lag behind changing needs, the demands of society, and advances in scientific knowledge.

3. Freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement. Rejecting intolerance and always open to dialogue, a university is an ideal meeting-ground for teachers capable of imparting their knowledge and well equipped to develop it by research and innovation and for students entitled, able and willing to enrich their minds with that knowledge.

4. A university is the trustee of the European humanist tradition; its constant care is to attain university knowledge; to fulfil its vocation it transcends geographical and political frontiers, and affirms the vital need for different cultures to know and influence each other.

The means

To attain these goals by following such principles calls for effective means, suitable to present conditions.

1. To preserve freedom in research and teaching, the instruments appropriate to realize that freedom must be made available to all members of the university community.

2. Recruitment of teachers, and regulation of their status, must obey the principle that research is inseparable from teaching.

3. Each university must - with due allowance for particular circumstances - ensure that its students' freedoms are safeguarded, and that they enjoy concessions in which they can acquire the culture and training which it is theirs to possess.

4. Universities - particularly in Europe - regard the mutual exchange of information and documentation, and frequent joint projects for the advancement of learning, as essential to the steady progress of knowledge.

MAGNA CHARTA UNIVERSITATUM

441

Therefore, as in the earliest years of their history, they encourage mobility among teachers and students; furthermore, they consider a general policy of equivalent status, titles, examinations (without prejudice to national diplomas) and award of scholarships essential to the fulfilment of their mission in the conditions prevailing today.

The undersigned Rectors, on behalf of their Universities, undertake to do everything in their power to encourage each State, as well as the supranational organizations concerned, to mould their policy sedulously on this Magna Charta, which expresses the universities' unanimous desire freely determined and declared.

Bologna, 18 September 1988 Signatory Universities: Epoka University,Polis University,Universidat d'Andorra,Universidad Católica de Salta,Universidad Católica de Santiago del Estero,"Universidad de Belgrano, Buenos Aires",Universidad de Buenos Aires,Universidad de Morón,"Universidad del Museo Social Argentino, Buenos Aires","Universidad del Salvador, Buenos Aires","Universidad Nacional de Entre Rios, Concepción del Uruguay",Universidad Nacional de la Pampa,Universidad Nacional de La Plata (UNLP),Universidad Nacional de Mar del Plata,Universidad Nacional de Salta,Yerevan State University,Adelaide University,"Deakin University, Adelaide","Flinders University, Adelaide","La Trobe University, Bundoora",The University of Melbourne,The University of Tasmania,University of Sydney,"University of Western Australia, Nedlands",Johannes Kepler Universitat Linz,Karl-Franzens-Universität Graz,Medizinische Universitatet Wien,Technische Universität Graz,Technische Universitat Wien,Universität fuer Musik und darstellende Kunst Wien,Universität Klagenfurt,"Universität für Musik und darstellende Kunst, Graz",Universität Salzburg,Universität Wien,Veterinarmedizinische Universitat Wien,WU (Wirtschaftsuniversität Wien) Vienna University of Economics and Business,Baku Slavic University,Qafqaz University,The Kingdom University,"European University College, Brussels",Faculté Polytechnique de Mons,"Facultés Universitaires Notre-Dame de la Paix (FUNDP), Namur",Katholieke Universiteit Leuven,"Université Catholique de Louvain, Louvain la neuve",Université de Liège,Université de Mons-Hainaut,Université Libre de Bruxelles,Universiteit Antwerpen,Ghent University,University of Banja Luka,University of Mostar,University of Tuzla,University of Sarajevo,Universidade Catolica de Pelotas,Universidade do Estado do Rio de Janeiro,Universidade Estadual de Campinas,Universidade Estadual de Ponta Grossa,"Universidade Estadual Paulista ""Julio de Mesquita Filho"" Sao Paulo (UNESP)",Universidade Federal de Santa Catarina,Universidade Federal do Ceara,"Universidade Federal do Espirto Santo, Vitória","Universidade Federal do Rio Grande do Norte, Natal","Universidade Federal Fluminense, Rio de Janeiro",University of Sao Paulo (USP),Uni-

442

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

versity of Sofia St. Kliment Ohridski,St. Cyril and Methodius University of Veliko Tarnovo,"Varna Free University ""Chernorizets Hrabar""",Royal University of Phnom Penh,Laurentian University of Sudbury,McMaster University,"Université du Québec en Outaouais, Gatineau","Université Laval, Québec",University of Ottawa,University of Toronto,University of Waterloo,"University of Western Ontario, London","York University, New York","Universidad Austral de Chile, Valdivia",Peking University,Wuhan University,EAN University,"Pontificia Universidad Javeriana, Bogota",Universidad del Norte,"Universidad del Rosario, Bogota",Universidad

del

Valle,Universidad

Antonio

Narino,Universidad

Autónoma

de

Bucaramanga,Universidad de Antioquia,Universidad de Caldas,"Universidad de Córdoba, Montería",Universidad de la Sabana,Universidad de La Salle,"Universidad Distrital ""Francisco José de Caldas"", Bogota",Universidad El Bosque,Universidad Externado de Colombia,Universidad Libre,Universidad Militar Nueva Granada,Universidad Nacional de Colombia,Universidad Santo Tomas,Universidad Tecnologica de Pereira,University of Costa Rica,Josip Juraj Strossmayer University of Osijek,University of Rijeka,University of Zadar,University of Zagreb,University of Cyprus,Brno University of Technology,Charles University in Prague,Czech Technical University in Prague,"Masaryk University, Brno",Mendel University of Agriculture and Forestry,Palacky University Olomouc,Thomas Bata University in Zlin,University of Veterinary and Pharmaceutical Sciences Brno,Aalborg University,Aarhus University,University of Copenhagen,Roskilde University,"Technical University of Denmark, Kongens Lyngby",University of Southern Denmark,"Universidad Nacional ""Pedro Henriquez Ureña"", Santo Domingo",Universidad Tecnológica de Santiago,Universidad Catolica de Cuenca,"Universidad Central del Ecuador, Quito",Universidad Tecnica Particular de Loja,"Ain Shams University, Cairo",Alexandria University,American University in Cairo,"Arab Academy for Science, Technology and Maritime Transport",Heliopolis University,October University for Modern Sciences and Arts,Tanta University,"Universidad ""Dr. Jose Matias Delgado"", Nueva San Salvador",Tallinn University,University of Tartu,Helsinki School of Economics,"University of Art and Design, Helsinki",University of Eastern Finland,University of Helsinki,University of Jyväskylä,University of Oulu,University of Tampere,University of Turku,University of Vaasa,Université Bordeaux 1,Université Charles de Gaulle Lille III,Université Claude Bernard Lyon 1,"Université de Bourgogne, Dijon",Université de Caen,Université de la Polynesie Française,Université de Nantes,Université de Perpignan Via Domitia,Université de Poitiers,Université de Provence Aix-Marseille I,Université de Strasbourg,Université Michel de Montaigne Bordeaux III,Université Montpellier 1,Université Paris I Panthéon Sorbonne,Université Paris II Panthéon Assas,Université Paris III Sorbonne Nouvelle,Université Paris VII Denis Diderot,Université Paris VIII Vincennes Saint-Denis,Université Paris X Nanterre,"Université Paris XII Val-de-Marne, Créteil",Université Paris XIII Nord,Université Paul Valéry Montpellier III,Université Toulouse I,Université Toulouse III Paul Sabatier,"South East European University, Tetovo",St Kliment Ohridski University - Bitola (UKLO),State University of Tetovav,"University Ss. Cyrl & Methodius, Skopje","Georgian Technical University, Tblisi",IB Euro-Caucasian University,Tbilisi Ivane Javakhishvili State University,Tbilisi State Medical University (TSMU),Albert-Ludwigs-Universität Freiburg,"Bayerische Julius-Maximilians-Universität,

MAGNA CHARTA UNIVERSITATUM

443

Würzburg","Carl Von Ossietzky Universität, Oldenburg",Eberhard-Karls-Universität Tübingen,Friedrich Schiller University of Jena,"Georg-August-Universität, Göttingen",Johannes Gutenberg-Univesität Mainz (JGU),Heinrich Heine Universität Düsseldorf,Humboldt Universitaet zu Berlin,"Ludwig-Maximilians-Universität, München",Medizinische Hochschule Hannover,Universität zu Lübeck,"Otto-Friedrich-Universität, Bamberg","Ruprecht-Karls-Universität, Heidelberg",Technische Universität Berlin,Technische Universität Clausthal,Technische Universität München,"Ukrainische Freie Universität, München",Universität Augsburg,Universität Bremen,"Universität des Saarlandes, Saarbrücken",Universität Duisburg-Essen,Universität Hamburg,Universität Hannover,Universität Kaiserslautern,Universität Leipzig,Universität Osnabrück,Universität Paderborn,Universität Regensburg,Universität Stuttgart,Universität Zu Köln,"Westfälische Wilhelms Universität, Münster","University of Ghana, Accra",Aristotle University of Thessaloniki,Athens University of Economics and Business,"Democritus University of Thrace, Komotini",Ionian

University,National

&

Capodistrian

University

of

Athens,"National

Technical

University,

Athens","Panteion University, Athens",University of Ioannina,University of Patras,University of the Peloponnese,"Universidad Francisco Marroquin, Guatemala City","Central European University, Budapest",Corvinus University of Budapest,"Eotvos Lorand University, Budapest","Semmelweis University, Budapest",Budapest University of Technology an d Economics (BME),"Szent Istvan University, (Gödöllö)",University of Debrecen,University of Miskolc,University of Pécs,University of Szeged,University of Pannonia,"University of Iceland, Reykjavik","Anna University, Kennay","Banaras Hindu University, Varanasi","Jawaharlal Nehru University, New Dheli","Kurukshetra University, Haryana","Panjab University, Union Territory","The Maharaja Sayajirao University of Baroda, Gujarat",University of Agricultural Sciences Bangalore,University of Calcutta,University of Dehli,University of Mumbai,University of Pune,"Visva-Bharati, Santiniketan",Universitas Lampung,"Universitas Mulawarman, Samarinda","Sharif University of Technology, Teheran",Dublin Institute of Technology,"National University of Ireland, Dublin",National University of Ireland Galway,The University of Dublin-Trinity College,"Technion-Israel Institute of Technology, Haifa","Bar-Ilan University, Ramat-Gan","Weizmann Institute of Science, Rehovot","European University Institute, Fiesole","IULM, Milan","John Cabot International College, Rome",Libera Università di Bolzano,"Libera Università Internazionale degli Studi Sociali, Rome",Politecnico di Milano,Politecnico di Torino,"Pontificia Università Lateranensis, Vatican City","Pontificia Università Salesiana, Rome","Pontificia Università Urbaniana, Rome","Pontificia Universitas Gregoriana, Rome","Università Cattolica del Sacro Cuore, Milan","Università Commerciale L. Bocconi, Milan","Università degli Studi del Molise, Campobasso",Università degli Studi dell'Aquila,"Università degli Studi della Basilicata, Potenza","Università degli Studi della Tuscia, Viterbo",Università degli Studi di Bari,Università degli Studi di Bergamo,Università degli Studi di Bologna,Università degli Studi di Brescia,Università degli Studi di Cagliari,Università degli Studi di Cassino,Università degli Studi di Catania,Università degli Studi di Firenze,Università degli Studi di Foggia,Università degli Studi di Genova,Università degli Studi di Lecce,Università degli Studi di Macerata,Università degli Studi di Messina,Università degli Studi di Modena e Reggio Emilia,Università deg-

444

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

li Studi di Napoli Federico II,Università degli Studi di Napoli “L’Orientale”,Università degli Studi di Napoli “Parthenope”,Università degli Studi di Padova,Università degli Studi di Palermo,Università degli Studi di Parma,Università degli Studi di Pavia,Università degli Studi di Perugia,Università degli Studi di Sassari,Università degli Studi di Siena,Università degli studi di Teramo,Università degli Studi di Torino,Università degli Studi di Trento,Università degli Studi di Trieste,Università degli Studi di Udine,"Università degli Studi di Urbino ""Carlo Bo""",Università degli Studi di Verona,"Università degli Studi G.D'Annunzio, Chieti",Università degli Studi Mediterranea di Reggio Calabria,Università degli Studi di Roma La Sapienza,Università degli Studi di Roma Tor Vergata,Università degli Studi Roma Tre,"Università del Piemonte Orientale ""Amedeo Avogadro""","Università della Calabria, Rende (CS)",Università della Valle d'Aosta,Università di Camerino,Università di Ferrara,Università di Pisa,Università di Salerno,Università di Venezia Ca'Foscari,Università per stranieri di Perugia,Università Politecnica delle Marche,"International Christian University, Tokyo","Keio University, Tokyo",Kyoto University,"Kwansei Gakuin University, Hyogo",Osaka University,"Soka University, Tokyo","Tamagawa Unversity, Tokyo",Tokyo University of Science,University of Tokyo,"Al-Farabi Kazakh National University, Almaty",Akhmet Yasawi International Kazakh-Turkish University,Aktau state university after the academician Sh. Esenov,Aktobe State Pedagocical Institute,Almaty Academy of Economy and Statistics,Almaty Humanitarian Technical University,Almaty Technological University,Arkalyk State Pedagogical Institute,Atyrau Institute of Oil and Gas,Atyrau State University after named Kh. Dosmukhamedov,Buketov Karaganda State University,Central Kazakhstan Institute of Technology and management - Joint-stock company,East-Kazakhstan State Technical University named after D. Serikbayev,East Kazakhstan State University named in honor of S. Amanzholov,Innovative University of Eurasia,International Academy of Business,"Joint-stock compamy ""Academy of Civil Aviation""",K. Zhubanov State University of Aktobe,Kainar University,Karaganda State Industrial University,Karaganda State Medical University,Karaganda State Technical University,Karaganda University of Economics under Kazpotrebsoyuz,Kazakh Ablai Khan University of International Relations and World Languages,Kazakh Academy of Sport and Tourism,Kazakh Academy of Transport and Communications named after M.Tynyshpayev,Kazakh British Technical University,Kazakh Humanitarian-Juridical Innovative University,Kazakh Leading Academy of Architecture and Civil Engineering/International Educational Corporation (KazGASA/IEC),Kazakh National Agrarian University,Kazakh National Conservatoire under Kurmangazy,Kazakh National University of Arts,Kazakh State Women's Teacher Training University,Kazakh-American University/International Educational Corporation (KAU/IEC),"Kazakh National Medical University, Almaty","Kazakh National Pedagogical University named after Abai, Almaty","Kazakh National Technical University (KazNTU), Almaty",Kazakh-Russian International University,"Kazakh University of the Humanities and Law, Astana",Kokshetau Abai Myrsahmetov University,Kokshetau State University named after Sh. Ualikhanov,Korkyt Ata Kyzylorda State University,Kostanajsky Engineering Pedagogical University,Kostanai Social Technical University,Kostanai State Akhmet Baitursynov University,Kostanay State Pedagogical Institute,M.Auezov South Kazakhstan State University,North Kazakhstan State Univer-

MAGNA CHARTA UNIVERSITATUM

445

sity named after M. Kozybaev,"Republican Public Institution ""Semey State Shakarim University""",Rudnyi Industrial Institute,Pavlodar State Pedagogical Institute,Pavlodar State University named after S. Toraighyrov,S. Seifullin Kazakh Agro Technical University,Semey State Medical University,Semey State Pedagocical Institute,T. Ryskulov Kazakh Economic University,Taraz State Pedagogical Institute,Taraz State University,The Academy of Financial Police,"The L.N. Gumilyov Eurasian National Unviersity, Astana",The University of International Business,"University ""Kainar"" Semey","West Kazakhstan Academy of Humanities, Uralsk",West Kazakhstan Agrarian Technical University named after Zhangir Khan,"Western Kazakhstan State University after M. Utemisov, Uralsk",Zhambul Humanitarian-Technical University,Zhetysu State University named after Iliyas Zhansugurov,Zhezkazgan Baikonurov University,AAB - Riinvest University,University of Prishtina,University in Mitrovica,Academy of Management under the President of the Kyrgyz Republic,Bishkek Academy of Finance and Economics,I. Arabaev Kyrgyz State University,"International University of Kyrgyzstan, Bishkek",Issikkul State University named afer K. Tynystanov,Kyrgyz Economic University,Kyrgyz National Agrarian University after K.I. Skryabin,Kyrgyz National University named after Jusup Balasagyn,Kyrgyz State Academy of Law,Kyrgyz State Technical University named after I. Razzakov,"Kyrgyz State University of Construction, Transportation and Architechture named after N. Isanov",Kyrgyzstan - Turkey Manas University,Osh Technological University named after M.M. Asyshev,Talas State University,Riga Stradnis University,"University of Latvia, Riga",Modern University for Business and Science,Kaunas University of Medicine,Kaunas University of Technology,"Lithuanian University of Agriculture, Akademija, Kauno","Mykosal Romeris University, Vilnius",Siauliai University,Vilnius Gediminas Technical University,Vilnius University,"Vytautas Magnus University, Kaunas","University of Malta , Msida",Universidad Autónoma de Guadalajara,"Universidad Intercontinental, Santa Ursula Xitla","Universidad Veracruzana, Xalapa","Free International University of Moldova, Chisinau",Trade Co-operative University of Moldova,Mohammed V Souissi University Rabat,Université Hassan II Ain Chock Casablanca,Université Ibn Tofail Kenitra,Université Ibn Zohr Agadir,Université Sidi Mohammed Ben Abdellah Fès,Delft University of Technology,Erasmus Universiteit Rotterdam,Radboud Universiteit Nijmegen,"Open Universiteit Nederland, Heerlen",Rijksuniversiteit Groningen,Technische Universiteit Eindhoven,Universiteit van Tilburg,Universiteit Leiden,Universiteit Maastricht,Universiteit Utrecht,Universiteit van Amsterdam,"Universiteit Twente, Enschede","Vrije Universiteit, Amsterdam",Wageningen University,"Obafemi Awolowo University, Ile Ife",University of Ilorin,"Norwegian University of Science and Technology, Trondheim",Universitetet i Bergen,Universitetet i Oslo,University College of Applied Sciences,Universidad Nacional de Asuncion,"Pontificia Universidad Católica del Perú, Lima","Universidad Nacional de San Cristobal de Huamanga, Ayacucho","Universidad Nacional del Altiplano, Puno",Universidad Nacional Mayor de San Marcos de Lima,"University of the Philippines-Diliman, Quezon City","AGH University of Science and Technology, Krakow",Cracow University of Economics,Gdansk University of Technology,Kielce University of Technology,Koszalin University of Technology,Lodz University of Technology,Maria Curie-Sklodowska University in Lublin,"Nicolaus Copernicus University,

446

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Torun",Politechnika Bialostocka,Pultusk School of Humanities,The Jagiellonian University in Krakow,The John Paul II Catholic University of Lublin,"University College of Environmental Sciences, Radom",University of Gdansk,University of Lódz,"University of Silesia, Katowice",University of Szczecin,University of Warsaw,University of Zielona Gora,Warsaw School of Economics,Warsaw School of Social Psychology,Warsaw University of Life Sciences,Warsaw University of Technology,Wroclaw University of Technology,"Universidade Católica Portuguesa, Lisbon","Universidade do Algarve, Faro",Universidade de Aveiro,Universidade de Coimbra,Universidade de Evora,Universidade de Lisboa,Universidade do Porto,Universidade Nova de Lisboa,Universidade Técnica de Lisboa,"Inter American University of Puerto Rico, San Juan",Babès-Bolyai University in Cluj,"National School of Political Studies and Public Administration, Bucharest","""Petru Maior"" University of Targu Mures",Spiru Haret University,"""Stefan Cel Mare"" University of Suceava",Technical University of Cluj-Napoca,"The Alexandru Ioan Cuza University, Iasi",The Politehnica University of Timisoara,"The Technical University ""Gheorghe Asachi"", Iasi","Universitatea de Medicina si Farmacie ""Iuliu Hatieganu"", Cluj-Napoca",Universitatea de Medicina si Farmacie din Tîrgu-Mures,Universitatea de Nord Baia Mare,"University of Art and Design, Cluj-Napoca","""Vasile Goldis"" Western University, Arad",West University of Timisoara,"Belgorod University of Cooperation, Economics and Law","Gubkin Russian State University of Oil and Gas, Moscow","Immanuel Kant State University of Russia, Kaliningrad",Izhevsk State Technical University,"Modern University for the Humanities, Moscow",Moscow M.V. Lomonosov State University,Moscow University of Industry and Finance,Novosibirsk State Technical University,Peoples' Friendship University of Russiav,"Russian State Hydrometeorological University, St. Petersburg",St. Petersburg State University,Samara State University of Economics,Stavropol State Agrarian University,Tula State Lev Tolstoy Pedagocical University,Yaroslavl State University,State University of Novi Pazar,"University of Arts, Belgrade",University of Belgrade,University of Kragujevac,University of Nis,University of Novi Sad,Alexander Dubcek University of Trencin,Comenius University in Bratislava,Constantine the Philosopher University in Nitra,Pavol Jozef Safarik University,"Slovak Medical University, Bratislava","Slovak University of Technology, Bratislava","St. Elisabeth University of Health and Social Sciences, Bratislava",Technical University of Kosice,Trnava University in Trnava,University of Economics in Bratislava,University of Prešov,University of SS. Cyril and Methodius in Trnava,University of Zilina,University of Ljubljana,University of Maribor,University of Nova Gorica,University of Cape Town,"University of Kwazulu-Natal, Durban",University of Natal,"University of the Witwatersrand, Johannesburg","University of Zululand, Natal",Universidad Autónoma de Madrid,Universidad Complutense de Madrid,Universidad de Alcalá,Universidad de Cádiz,Universidad de Cantabria,Universidad de Castilla-la Mancha,Universidad de Córdoba,Universidad de Extremadura,Universidad de Granada,Universidad de Huelva,Universidad de la Coruña,"Universidad de la Iglesia de Deusto, Bilbao",Universidad de León,Universidad de Málaga,Universidad de Murcia,Universidad de Navarra,Universidad de Oviedo,Universidad de Salamanca,"Universidad de San Pablo - CEU, Madrid",Universidad de Santiago de Compostela,Universidad de Sevilla,Universidad de Valladolid,Universidad de Zarago-

MAGNA CHARTA UNIVERSITATUM

447

za,Universidad del Pais Vasco,"Universidad Iberoamericana de Postgrado, Salamanca","Universidad Nacional de Educaciòn a Distancia (UNED), Madrid",Universidad Politecnica de Catalunya,Universidad Politécnica de Madrid,Universidad Politécnica de Valencia,Universidad Pontificia de Salamanca,Universidad Publica de Navarra,"Universidad Rey Juan Carlos, Móstoles, Madrid",Universitat Autónoma de Barcelona,Universitat de Barcelona,Universitat de Girona,"Universitat de les Illes Balears, Palma de Mallorca",Universitat de Lleida,Universitat de València,"Universitat Ramón Llull, Barcelona","Universitat Rovira I Virgili, Tarragona","Chalmers University of Technology, Göteborg",Göteborg University,Karlstad University,Linköping University,Lund University,Malmö University,Mid Sweden University,Stockholm School of Economics,Stockholm University,"Swedish University of Agricultural Sciences, Uppsala","The Royal Institute of Technology, Stockholm",Umeå University,University of Kalmar,Uppsala University,Växjö University,Ecole Polytechnique Fédérale de Lausanne,Swiss Federal Institute of Technology Zürich,Universität Basel,Universität Bern,Universität Zürich,Université de Fribourg,Université de Genève,Université de Lausanne,Université de Neuchâtel,Sousse University,Université de Tunis El Manar,Université Tunis III (Droit d'Economie et Gestion),Abant Izzet Baysal University,Adnan Menderes University,Agri Ibrahim Ceçen University,"Akdeniz University, Antalya",Ankara University,"Atatürk University, Erzurum","Bogaziçi University, Istambul","Çukurova University, Adana","Dicle University, Diyabakir",Duzce University,Erzincan University,"Firat University, Elazig","Gazi University, Ankara","Hacettepe University, Ankara","Inönü University, Malatya",Istanbul Bilgi University,Istanbul Technical University,Istanbul University,Izmir University of Economics,Kadir Has University,Kilis 7 Aralik University,Koç University,"Kocaeli University, Kocaeli","Marmara University, Istanbul","Middle East Technical University (METU), Ankara",Mugla University,"Ondokuz Mayis University, Samsun",Özyegin University,"Pammukale University, Denizli",Sabanci University,Suleyman Demirel University,"Yüzüncü Yil University, Van","Turkmen University, Ashgabad",Borys Grinchenko Kyiv University,Bukovinian State Medical University,Chernihiv State Technological University,Christian Open University of Economics and Humanitarian Sciences,Classic Private University,Dnipropetrovsk State Financial Academy,Donetsk National University,Donetsk National University of Economics and Trade named after Mykhailo Tugan-Baranovsky,Dniepropetrovsk National University,Dniepropetrovsk University of Economics and Law,"East-Ukrainian National University - Volodymyr Dal, Luhansk",First Ukrainian Maritime Institute,Human National University of Horticulture,International Humanitarian University,Ivan Franko National University of Lviv,Luhansk Taras Shevchenko National Pedagogical University,Lutsk National Technical University,Lviv National Agrarian University,Kharkiv Petro Vasylenko National Technical University of Agriculture,Kharkiv State Academy of Culture,Kharkiv State University of Economics,Kharkiv State University of Food Technology and Trade,"Kharkiv University of Humanities ""People's Ukrainian Academy""",Kiev National University of Trade and Economics,Kremenchuk Mykhaylo Ostrogradskiy National University,Lviv Polytechnic National University,Lviv State University of Life Safety,M. Gorky Donetsk National Medical University,Mariupol University of Humanities,Mykolayiv State Agrarian University,"National Aerospace University ""Kharkiv Aviation Institute""",National

448

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Aviation University,National Metallurgical Academy of Ukraine,National Mining University,National O. Bohomolets Medical University,"National Technical University ""Kharkiv Polytechnic Institute""","National Technical University of Ukraine, Kiev",National Transport University,National University of Food Technologies,National University of Kyiv-Mohyla Academi,National University of Pharmacy,National University of Water Management and Nature Resources Use,"National ""Yaroslav the Wise"" Law Academy of Ukraine, Kharkiv",Odessa I.I. Mechnikov National University,Odessa National Academy of Law,Odessa National A.S. Popov Academy of Telecommunications,Odessa National Polytechnic University,Odessa National Academy of Food Technologies,Odessa National Maritime Academy,Odessa State Academy of Civil Engineering and Architecture,Odessa State Economic University,Odessa State Maritime University,Odessa State Medical University,Petro Mohyla Mykolayiv State University,Poltava National Technical Yuri Kondratyuk University,"Poltava University of Economics and Trade, in Ucraina",Prydniprovska State Academy of Civil Engineering and Architechture,"South Ukrainian State Pedagogical University named after K.D. Ushinskyy, Odessa",Sumy State University,Taras Shevchenko National University of Kyiv,Ternopil National Economic University,Ternopil State Ivan Pul'uj Technical University,Ternopil Volodymyr Hnatiuk National Pedagogical University,The Mykolaiv V.O.Sukhomlynsky State University,The University of Banking of the National Bank of Ukraine,Vadym Hetman Kyiv National Economic university,V. Karazin Kharkiv National University,Yuriy Fedkovych Chernivtsi National University,"Anglia Ruskin University, Chelmsford",Bangor University,"Brunel University, Uxbridge",Cardiff Metropolitan University,Glasgow Caledonian University,"Heriot-Watt University, Edinburgh",London Metropolitan University,"Queen Mary, University of London",Swansea University,The Queen's University of Belfast,University College London,University of Aberdeen,University of Abertay Dundee,University of Bradford,University of Bristol,University of Cambridge,University of Durham,University of East London,University of Edinburgh,"University of Essex, Colchester",University of Exeter,University of Glasgow,University of Greenwich,University of Hull,University of Kent at Canterbury,University of Lancaster,University of Leicester,University of Oxford,University of Paisley,University of Sheffield,University of Sunderland,"University of Surrey, Guilford","University of Warwick, Coventry",Berkeley University of California,Boston University,"Clemson University, South Carolina",College of Staten Island,"College of William and Mary in Virginia, Williamsburg","Cornell University, Ithaca","Dickinson College, Carlisle",George Mason University,"Governors State University, Illinois","Guilford College, Greensboro","Indiana University, Bloomington","Johns Hopkins University, Baltimore",New York University,"Ohio University, Athens","The University of Texas Medical Branch, Galveston",Towson University,"Union College Schenectady, New York",University of Chicago,University of Denver,"University of Hawaii at Manoa, Honolulu","University of Pennsylvania, Philadelphia",Samarkand State University,"Universidad Cecilio Acosta (UNICA), Maracaibo",Universidad de Oriente,"Universidad Central de Venezuela (UCV), Caracas","University of Zimbabwe, Harare"

MAGNA CHARTA UNIVERSITATUM

449

Formal Index

Metaforms Typologies Hybrids Variations Paradigms

FORMAL INDEX

451

Courtyard

Palazzo

Accrue

College

U-Building

U-lotis

Mirror

Mirror

Absorb

Absorb

Multiply

Multiply

Horizontal Slab

Regular Horizontal

(Centrifugal Formal)

Void in Form

(Form around a void)

(Centrifugal Informal Plural)

(Extruded Informal)

(Binary Formal)

(Internalized Formal)

(Porous Formal) Berlin Free University

Form in Void

(Void around a Form

(Form in Void)

(Centrifugal Formal)

Arc

(App

(Appropriated Form)

(Hybridized Form) Stirling, History Faculty

(Binary Formal)

(Internalized Formal) Exeter

Abs

(Inter Merc

(Porous Informal) Lausanne, SANAA

(Hypostyle Hall)

Shape Mat

(Articulated Perimeter Formal)

Swiss Mat

Bubble Mat

Bar

Wall

Tower

Manhattan

(Porous Formal)

(Linear Formal)

(Stacked Formal)

(Porous Informal)

(Planar Formal)

Sha

(Tort

(Variegated Z-axis Formal)

Slab

(Extruded Z-axis Formal)

Tower & Podium (Stacked Formal)

452

Lev

(Tow

chiginassio

ropriated Form)

Pilo-zzo

(Hybridized Form)

sorb

rnalized Informal) edes-Benz UNStudio

ape

ured Formal)

ver House

er & Poditis Hybridized)

FORMAL INDEX

453

Courtyard

Fracture

Extend_profile

Extend

Facet

Extend_plan

Facet_surface

Facet_volume

Facet_edge

Excavate

Excavate

Excavate_lithic

Liquefy

Pinch

Pinch

Pinch

Stack

Stack

Stack

Erode Erode

Fracture

Radiate

Radiate

Radiate

Mirror

454 Multiply

re Fr ac tu

Fa ce t

de ru Ex t

d Ex te n

Ex ca va te

e Er od

or b Ab s

se t Su b

fo rm at io ns Tr an s

Ty po lo gy

Pr ot of or m

Fo rm

Void in Form

St ac k

Ra di at e

Pi nc h

Pi lo tis

ly tip M ul

r M irr o

fy

Li qu e

Ru le s

CPS 1.04 Campus: A field, space of action, or collection of buildings giving place to the institution of the university.

IFR 1.18 Infrastructure: Campus is a piece of infrastructure that organizes and propogates the functioning of the urban society.

ARC 3.10 Arcades: There must be at least continuous route between all campus buildings that provides shelter from the elements.

SEC 3.11 Security: The campus must be secure without being exclusive.

TGY 2.04 Topography: Construction of new projects within the confines of campus must not transform topography as-found at time of rule's effective adoption.

A

DMN 1.09 Demonstration: Campus is a democratic frame for the staging of resistance.

HOC 1.01 Hortus Conclusus: The University encloses and inscribes a democratic ground.

IVT 3.06 Ivory Towers: Campus buildings may grow to indefinite height, except in accordance with local rules, regulations, or conflictual codes.

PSR 1.02 Public Sphere: The university is a crucial public sphere that must resist transformation into an instrumental, commercial, practical mechanism.

EGF 2.07 Engaged Ground Floors: All new construction must provide a highly-activated, publicly accessible ground floor that may incorporate but is not limited to: commercial, retail, or public institutional uses.

CEE 2.11 Celebrate Edges & Entrances: Promote visible and sympathetic connections to surrounding neighborhoods and districts.

455

Protoform

Void in Form

456

Archetype

Courtyard

Paradigm

Hybrids

Fracture

Fracture_facet

Frac

Extend

Extend_extend

Ext

Facet_surface

Facet_extend

Fac

Facet_volume

Facet_erode_pixelate

Fac

Facet_edge

Facet_edge_erode

Fac

Excavate

Excavate_extend

Exc

Excavate_lithic

Excavate_pilotis

Exc

Liquefy

Liquefy_fracture

Liq

Pinch

Pinch_pinch

Pin

Pinch

Pinch_erode

Pin

Rules

cture_pinch

Fracture_pinch

Fracture_fracture

tend_excavate

Extend_pinch

Extend_liquefy

cet_fracture

Facet_fracture_pilotis

Facet_fracture_extend

cet_pilotis

Facet_fracture

cet_edge_excavate

Excavate_erode

cavate_pilotis_facet

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quefy_pilotis

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PSR 1.02 Public Sphere: The university is a crucial public sphere that must resist transformation into an instrumental, commercial, practical mechanism.

EGF 2.07 Engaged Ground Floors: All new construction must provide a highly-activated, publicly accessible ground floor that may incorporate but is not limited to: commercial, retail, or public institutional uses.

cavate_fracture

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HOC 1.01 Hortus Conclusus: The University encloses and inscribes a democratic ground.

Excavate_erode_facet

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CEE 2.11 Celebrate Edges & Entrances: Promote visible and sympathetic connections to surrounding neighborhoods and districts.

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ch_expand

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de_pilotis_shift

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UVS 1.05 Universitas: The university is a corporation, a body of faculty. The university has an architecture before it has buildings.

The university is literally the space of the thesis.

CPS 1.04 Campus: A field, space of action, or collection of buildings giving place to the institution of the university.

Protoform

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Erode_excavate

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BTL 2.10 Build-to Lines: All buildings along campus-edge conditions must be built to the plot's effective maximum boundaries.

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LKS 2.02 Landmarks: Campus buildings and construction projects must not alter the perception, or visibility of existing contextual monuments and landmarks, except by approval of the city.

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CXS 4.09 Contextual Scale: New construction cannot be more than 20% taller than the tallest neighboring building within a 250' radius, except for buildings that fall under the Ivory Towers Rule.

IVT 3.06 Ivory Towers: Campus buildings may grow to indefinite height, except in accordance with local rules, regulations, or conflictual codes.

Void in Form

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ch_expand cet_edge_excavate

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Excavate_erode

Excavate_erode_facet

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TRS 4.04 Toit-terrasse: Any ground occupied by a construction must be vertically offset and made IFR 1.18 Infrastructure: Campus is a accessible to all campus dwellers. piece of infrastructure that organiz-

Excavate_pilotis_erode

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UVS 1.05 Universitas: The university is a corporation, a body of faculty. The university has an architecture before it has buildings.

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470

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Test-fits

472

Site File: Buffalo, NY

A post-Industrial 'rust-belt' city, Buffalo, New York grew rapidly in the late eighteenth century from a small trading community on Lake Erie, to one of the ten largest urban centers in the United States by 1900. Once one of the greatest industrial conurbations of twentiethcentury America, Buffalo was a major railroad hub and industrial center.

Buffalo's prime importance to the economy of the region gave it the title, "The Queen City."

Like many of America's industrial centers, the latter half of the twentieth century was marked by depopulation, economic stagnation, and decay.

Since 1950, the city's population has dropped by half. But, like some other more fortunate post-Industrial urban centers, Buffalo is showing signs of renewed vitality. Investment in financial services, technology, health care, and education have helped to reinvigorate Buffalo's economy.

In an early stage of the project, three formal paradigms were evaluated in the context of Buffalo, near the site of the Larkin Company Headquarters.

TEST-FIT

473

474

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Buffalo's position at the head of Lake Erie and the Canal once bestowed upon de-Industrialization of American cities that occured in the post-War period, however, Toronto, Buffalo's megalopolitan neighbor across the border, shows continued economic vitality. Buffalo's proximity to Toronto and porous border with Canada has generated a condition in which people and goods are

TEST-FIT

475

TEST-FIT

481

482

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Site Test: Buffalo, NY

The town itself, let us admit, is ugly.

It has a smug, placid air and you need time to discover what it is that makes it different from so many business centers in other parts of the world. How to conjure up a picture, for instance, of a town without pigeons, without any trees or gardens, where you never hear the beat of wings or the rustle of leaves, a thoroughly negative place, in short?

484

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

The

seasons

are

discriminated only in the sky. All that tells you of spring's coming is the feel of the air, or the baskets

the suburbs by peddlers; it's a spring cried in the marketplaces. During the summer the sun bakes the houses bone-dry, sprinkles our walls with grayish dust, and you have no option but to survive those days of

shutters. In autumn, on the other hand, we have deluges of mud. Only winter brings really pleasant weather.

Perhaps the easiest way of

making

a

town's

acquaintance is to ascertain how the people in it work,

486

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

how they love, and how they die. In our little town (is this, one wonders, an effect of the climate? All three are done on much the same lines, with the same feverish yet casual air. The truth is that everyone is bored, and devotes himself to cultivating habits. Our citizens work hard, but solely with the object of getting rich. Their chief interest is in commerce, and their chief aim in life is, as they call it, "doing business." Naturally they don't eschew such simpler pleasures as love-making, seabathing, going to the pictures. But, very sensibly, they reserve these pastimes for Saturday afternoons and Sundays and employ the

488

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

rest of the week in making money, as much as possible.

In the evening, on leaving

at an hour that never varies, in the cafes, stroll the same boulevard, or take the air on their balconies. The passions of the young are violent and short-lived; the vices of older men seldom range beyond an addiction to bowling, to banquets and "socials," or clubs where large sums change hands on the fall of a card.

It will be said, no doubt, that these habits are not peculiar to our town; really all our contemporaries are much the same. Certainly nothing is

commoner

nowadays

than to see people working from morn till night and

490

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

then proceeding to fritter away

at

cafes

and

card-tables, in

in

small-talk

what time is left for living.

Nevertheless

there

still

exist towns and countries where people have now and then an inkling of something

different.

In

general it doesn't change their lives. Still, they have had an intimation, and that's so much to the good. XXXXXX, however, seems to be a town without intimations; in other words, completely modern. Hence I see no need to dwell on the manner of loving in our town. The men and women consume

one

another

rapidly in what is called "the act of love," or else settle down to a mild habit

492

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

of conjugality. We seldom

extremes. That, too, is not exceptional. At XXXXXX, as elsewhere, for lack of time and thinking, people have to love one another without

knowing

much

about it.

What is more exceptional

one may experience there

perhaps, is not the right word, 'discomfort" would come nearer. Being ill's never agreeable but there are towns that stand by you, so to speak, when you are sick; in which you can, after a fashion, let yourself go.

An

invalid

needs

small

attentions, he likes to have something to rely on, and

494

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

that's natural enough. But at XXXXXX the violent extremes of temperature, the

exigencies

of

business, the uninspiring surroundings, the sudden nightfalls, and the very nature of its pleasures call for good health. An invalid feels out of it there.

Think what it must be for a dying man, trapped behind hundreds

of

walls

all

sizzling with heat, while the whole population, sitting in cafes or hanging on the telephone,

is

discussing

shipments, bills of lading, discounts! It will then be obvious what discomfort attends death, even modern death, when it waylays you under such conditions in a dry place.

496

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

These somewhat haphazard observations may give a fair idea of what our town is like. However, we must not exaggerate. Really, all that was to be conveyed was the banality of the town's appearance and of life in it. But you can get through the

days

trouble,

there once

without

you

have

formed habits. And since habits are precisely what our town encourages, all is for the best. Viewed from this angle, its life is not particularly exciting; that must be admitted. But, at least, social unrest is quite unknown among us. And our frank-spoken, amiable, and have

industrious always

reasonable

citizens

inspired esteem

a in

498

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

visitors.

Treeless, soulless,

glamourless, the

town

of

XXXXXX ends by seeming restful and, after a while, you go complacently to sleep there.

It is only fair to add that XXXXXX is grafted on to a unique landscape, in the center of a bare plateau, ringed

with

luminous

hills and above a perfectly shaped bay. All we may regret is the town's being so disposed that it turns its back on the bay, with the result that it's impossible to see the sea, you always have to go to look for it.

Image Sources ix., Paul Venable Turner, Campus, (Cambridge: MIT Press, 1984). x., Ibid. xiii., Ibid. xiv., Ibid. 42., Felicity Scott.

Ant Farm: Living Archive 7 (Barcelona: Actar, 2008). 45., Wagnerwerk Museum, FLC/VBK, Vienna, 2006. 46., Florian Hertwick et al., The City in the City: Berlin: A Green Archipelago, (Zurich: Lars Muller, 2013). 55., Turner, Campus. 56., Ibid. 61., Ibid. 62., Drawn by the author. 82-83., Drawn by the author. 132-133., OMA/ Rem Koolhaas, Content (Taschen, 2001) 134-139., Carnegie Mellon University, Architecture Archives, Materials digitized by the author in 2011. 142-145., Shadrach Woods, Candilis Josic Woods: a Decade of Architecture and Urban Design (London: Tiranti, 1968). 146-149., Brett Steele, First Works: Emerging Architectural Experimentation of the 1960s and 1970s (London: Architectural Assocation, 2009). 156-169., Hertwick. 175-177., Anton Henze, La Tourette: The Corbusier Monastery (London: Lund, 1966). 180181., Henze. 186-187., Henze. 192-194., Fondation Le Corbusier/ARS/ADAGP/ FLC. 195., Rem Koolhaas, Delirious New York (New York: Monacelli Press, 1979).

196-197., Marco Vidoto, Alison + Peter Smithson (Barcelona: Gili, 1997). 190191, 198-199., Redrawn by the author from "Other Urbanities" 2012. 216-233., Jean-Marie Pérouse de Montclos, ÉtienneLouis Boullée (1728-1799): Theoretician of Revolutionary Architecture (New York: George Braziller, 1974.). 238-241., Mike Lombardi "George W. Bush, Harken Energy and Jackson Stephens c. 19791990" 5th Version, 1999. 310-381., Drawn by the author.

510

Every effort has been made to obtain proper credit information. If you claim ownership of any of the images presented here and have not been properly identified, please contact the author.

CAMPUS: SITUATING THE GLOBAL UNIVERSITY

Acknowledgments I would like to thank my thesis advisors, Mary-Lou Arscott, Rami el Samahy, Jonathan Kline, and Charles Rosenblum, who contributed extraordinary support over the course of this project's development, and without whose efforts this project would not have been possible.

I would also like to extend my sincere gratitude to the many professors and mentors that contributed thoughtful critique and guidance in developing the project: Kelly Hutzell, Michael Kubo, Alex Maymind, Mark Pasnik, Raymund Ryan, Francesca Torello, and Kai Gutschow.

Additionally, I would like to extend my thanks to Christopher Ball, Matthew Huber, Talia Perry, and Zachary Weimerâ&#x20AC;&#x201D;friends and colleagues whose support, patience, and advice was essential to the work.

511

"Architecture is the embodiment, the concretization of the structures of freedom, domination, capitalism, democracy, and other institutions that have an effect on people. The less we consider architecture as an embodiment of these structures, the more these structures begin to control our discourse. The more we think of architecture as having a weakened political stance or position (or none at all), the more architecture becomes merely a representation of the invisibly controlling elements in our society that already tend to prevent our work from being able to critique the system from the inside. This, it can be said, is an eclipse of agencyâ&#x20AC;&#x201D;or similarly, a lack of engagement from the subject, where processes at work outside of the realm of the architect are already determining the effectiveness of the work."

Cornel West, "On Architecture"