F. Berlingieri

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City of the Future Graduation LabExperiences in Multidisciplinary EducationEditorsRoberto Cavallo Joran KuijperMaurice HarteveldMarcelo Carreiro Matias Mesut Ulkü Sonja Drašković City of the Future Graduation LabExperiences in Multidisciplinary EducationEditorsRoberto Cavallo Joran KuijperMaurice HarteveldMarcelo Carreiro Matias Mesut Ulkü Sonja DraškovićTU Delft OPEN Publishing, Delft University of Technology, The NetherlandsCity of the Future Graduation LabExperiences in Multidisciplinary EducationEditorsRoberto Cavallo Joran KuijperMaurice HarteveldMarcelo Carreiro Matias Mesut Ulkü Sonja Drašković “Our first, last and constant task is never to allow our fore-having, fore-sight and fore-conception to be presented to us by fancies and popular conceptions, but rather to make the scientific theme secure by working out these fore-structures in terms of the things themselves.”—Martin Heidegger, Being and Time, p. 153Colophon City of the Future Graduation Lab: Experiences in Multidisciplinary EducationEditorsRoberto Cavallo1Joran Kuijper2Maurice Harteveld3Marcelo Carreiro Matias4Mesut Ulkü5Sonja Drašković61  Delft University of Technology, Faculty of Architecture and the Built Environment, Department of Architecture, R.Cavallo@tudelft.nl, https://orcid.org/0000-0001-6534-120X2  Delft University of Technology, Faculty of Architecture and the Built Environment, Department of Architecture, J.A.Kuijper@tudelft.nl, https://orcid.org/0000-0003-4323-52673  Delft University of Technology, Faculty of Architecture and the Built Environment, Department of Urban Design, M.G.A.D.Harteveld@tudelft.nl, https://orcid.org/0000-0001-7164-61654  Transport Engineer, marcelo.carreiro.matias@gmail.com5  Social Architect, mail.mesutulku@gmail.com6  Architectural Designer, sonjadraskovic24@gmail.comKeywordsCity, Future, Multidisciplinary, Multidisciplinarity, Design, Education, Engineering, Graduation Lab, Built Environment, Architecture, Urban Design, Management, Geomatics, Transport, Infrastructure, Logistics, CollaborationPublished byTU Delft OPEN Publishing, Delft University of Technology, The NetherlandsISBN: 978-94-6366-686-2DOI: https://doi.org/10.59490/mg.66     This work is licensed under a Creative      Commons Attribution 4.0 International      (CC BY 4.0) licence, except otherwise stated. Copyright clearance made by the TU Delft Library copyright team© 2023 published by TU Delft OPEN Publishing on behalf of the authors.Electronic version of this book is available at https://books.open.tudelft.nl/As part of their graduation projects, some parts of the texts written by the former students can be found in the repository of the TU Delft.Design and cover designMesut UlküDisclaimerEvery attempt has been made to ensure the correct source of images and other potentially copyrighted material was ascertained, and that all materi-als included in this book have been attributed and used according to their license. If you believe that a portion of the material infringes someone else’s copyright, please contact J.A.Kuijper@tudelft.nl.Supported byDelft Deltas, Infrastructures & Mobility Initiative (DIMI)Special thanks to:Xiaodong Luo, Architectural DesignerPREFACEINTRODUCTIONEDUCATIONAL FRAMEWORKDESIGNING THE CITY OF THE FUTURE NATURAL SYSTEMS ECONOMY INFRASTRUCTURE & MOBILITY SOCIETY DIGITISATION RESOURCES & CIRCULARITYPERSPECTIVES GRADUATES PRACTITIONERSCONCLUSION: EIGHT BULLET POINTS ON THE FUTURE OF MULTIDISCIPLINARY EDUCATIONContents1234283842821281942342623063103163362018Invited intervieweesAlexander Wandl   Bart Mispelblom Beyer  Carlos Lüchau   Davide Massa    Fabrizia Berlingieri   Fabrizio Chiappe   Fikri Yalvaç    Floor van Dedem   Hans de Boer    Marcelo Carreiro Matias  Rick Schoonderbeek   Roberto Cavallo   Sylvan Muilwijk   Tom Daamen    Edited byRoberto CavalloJoran KuijperMaurice HarteveldMarcelo Carreiro MatiasMesut UlküSonja DraškovićLab coordinatorsRoberto CavalloMaurice HarteveldJohn BaggenAlper AlkanJoran KuijperInvited AuthorsDaniele Cannatella Erwin HeurkensJaap VleugelJoran KuijperMarcel HertoghMaurice HarteveldMauro Parravicini Víctor Muñoz Sanz City of the Future student contributions byGeneration IFikri YalvaçGabriel García GonzalezIlse de JongJasper RouwenhorstMarcelo Carreiro MatiasMesut UlküThomas Dillon PeynadoTim LiGeneration II Cem AdaDavide MassaRick SchoonderbeekSylvan MuilwijkGeneration IIICarlos LüchauDaniel SobierajFabrizio ChiappeFloor van DedemGerjan AgterhuisJeff HillLeanne van BentemSonja DraškovićContributionsand people and then we start a discus-sion. The final outcome is a negotiation of positions.Where do the boundaries of each position lie? Having a position does not mean that you have to create walls, but at least you have your point of view. The danger is when competencies are transgressed or transposed, for example, if a landscape architect would like to act as a botanist and vice-versa. The context in which this negotiation happens must be respectful, that each discipline respects the others’ ideas.Should there be someone to coordinate this process?Coordination can create efficiency in terms of time and defining the rules of the game. But, at the same time, the coordination might direct the process too fast towards the objective. A horizontal platform allows more mistakes and different trajectories, which I think is maybe more fruitful.Multidisciplinarity in educationHow do you see multidisciplinary ideas or experiences translate towards education in the built environment? What is your experience at Politecnico di Milano?Sure, let me share an example. This year we had the thematic studio on the role of architecture in marginal conditions in Italy. We combined architectural, land-scape and construction design in this studio. It worked quite well because we maintained respect towards each other at the same time that we had a horizontal cooperation, so the three disciplines were always at the same level of intensity and attention. We looked for coherency in scales, from landscape to detail, across the whole process. Obvi-ously, the constructive part came a bit later, but it was mandatory to consider from the beginning the materiality, the construction, the reality on the ground, as well as the landscape and spatial settings. Multidisciplinarity in future educationHow would you see the paradigm of multi-/crossdisciplinarity in future-based education in the built environment?I think we are already testing multi-disciplinary and crossdisciplinarity in education and practice. But I see a double sword there. The challenge is that if we start from the first year to give a method of multidisciplinarity, the students might leave the university without and a clear position, a clear point of view. On the other hand, it is good that students are trained to work together with other competencies. I will give you an example. We have professors with an academic back-ground in philosophy a specialisation in urban planning. In that sense, they have unique profiles. We can be more effective in developing this type of training in the future.I don’t have an exact answer on how to balance both sides but what could be is that a part of the curriculum is devoted to training personal skills and another part is devoted to developing an attitude of multidisciplinary collab-oration.IntroductionI am an associate professor in the Depart-ment of Architecture and Urban Studies at the Politecnico di Milano. It’s a quite large department with different compe-tencies—architecture, urban planning, landscape, sociology and geography—so we do experiment with multidisciplinarity. In parallel, I have my architecture practice in Calabria, the region where I come from, mainly related to architectural design. I am also a visiting researcher in Delft at the Department of Architecture for two years now. What is your relation with the City of the Future Cross Domain Graduation Lab?My interaction with the studio was mainly related to the Venice Architecture Biennale in 2018. We hosted a workshop in cooperation with the universities of Venice, Rome, Calabria and Delft. Besides that, I was participating in the Stations as Nodes Summer School organized by Delft in 2018.Approach and experience with multi-disciplinarityWhat is your approach or opinion towards multi-/crossdisciplinarity in your field of expertise and if so, what is your experi-ence with that?I would say that I have maybe a naive way of seeing the terms multidisciplinarity and crossdisciplinarity. For me, they are quite different. The main characteristic of multidisciplinarity is the horizontality between disciplines. There are no leading disciplines through which the perspec-tive is explained. Multidisciplinarity is quite needed to research complex phenomena because you need to expand your perspective. Crossdisciplinarity is about combining disciplines with a clear direction and a clear focus, usually with a dominant discipline over the others. Multidisciplinary is a tough job because to reach horizontality you have to first create a common ground. This takes time. My experience is that multidisciplinary research is more difficult due to the negotiation of terms, meanings and context, but it’s quite engaging because you expand your knowledge towards other disciplines.In the practice of design, do you think that one of these approaches is preferred?It depends on the context. The more you go to complex topics, the more you need multidisciplinarity. In the context of architectural design, multidisciplinary is not the main focus, even though of course you need engineering and land-scape architects. As the scale becomes larger towards the urban scale, then you need to use multidisciplinarity to combine policies from different perspectives. Usually, in this case, the team is com-posed of many experts representing the different fields and led by a coordinator, for example the Municipality.What has been your experience in teach-ing students to work on a multidisciplinary project?I think multidisciplinarity works if you have a proper position yourself. For instance, as an architect, if you have a position about infrastructure as pieces of urban architecture in the sense that they have to maintain a publicness. A transport engineer will focus on the issues of flows Interview Fabrizia BerlingieriAssociate Professor of Architecture, Politecnico di Milano    324Multidisciplinarity and the needs of the city of the futureHow would you see multi-/crossdisciplinar-ity education concerning the design needs of Cities of the Future?I think this is a problem of time. In the last 10–15 years, education has been trying to work on short-term and mid-term transformations of the city, a kind of problem-solving approach. However, this approach is similar to what is there outside in the practice. This is not only what we as designers are called to do. We are called to think long-term. Education should keep room for groundbreaking research on the city of the future: unexpected visions, impossible visions or impossible features. Such tests are always useful. In fact, the design needs of cities of the future is about getting a long-time perspective and working with uncertainty as a topic.How would you see the interaction be-tween academia, industry and government in the future?I see this connection as a benefit. But if we have a position. Academia has the role to see impossible things and explore impossible scenarios. The industry has the role to challenge academia with reality. The encounters of the two spheres are a benefit for both of them, because for academia is a kind of pushing back to experiment visions, testing them and grounding them, and for the industry, it is a push to think further than their immedi-ate issues.Who do you think will be the main industry players in the future?Look at all the industries of technolo-gies, ICT. They are becoming the new developers of the future, also in the built environment. The industries of biofabrics, materials and waste are also becoming more important for the city.Final remarksDo you have any final remarks?You have a bigger responsibility as a generation for the future than what we had. But also you have a bigger chance in the sense that you can focus on developing your interest within your curriculum. In this case, this should be based on crossdisciplinarity rather than multidisciplinarity as approach, so you have a perspective, you have a personal interest and then you expand your knowledge towards related disciplines or topics. This possibility that education nowadays is given is important and it’s equally important to take it consciously. For that reason, I appreciate your work in the book because it is urgent to develop consciousness from the new generations on how to approach the formation of their curriculum.    326contributions byCem AdaGerjan AgterhuisLeanne van BentemFabrizia BerlingieriHans de BoerDaniele CannatellaMarcelo Carreiro MatiasRoberto CavalloFabrizio ChiappeTom DaamenFloor van DedemThomas Dillon PeynadoSonja DraškovićGabriel García GonzalezMaurice HarteveldMarcel HertoghErwin HeurkensJeff HillIlse de JongJoran KuijperTim LiCarlos LüchauDavide MassaBart Mispelblom BeyerSylvan MuilwijkVíctor Muñoz SanzMauro ParraviciniJasper RouwenhorstRick SchoonderbeekDaniel SobierajMesut UlküJaap VleugelAlexander WandlFikri YalvaçThe Cross Domain City of the Future Graduation Lab, situated in the Faculty of Architecture and the Built Environment at TU Delft, has been a pioneer in experimenting with a multidisciplinary approach to education on the built environment. Drawing upon this expertise over the past years, this book reflects on multi-disciplinarity in the built environment and its implementation in education on the built environment. How should one approach multidisciplinarity in education and practice? What encompasses its core elements, benefits, and challenges? By addressing these questions, the book aims to inform students and practitioners within the realm of the built environ-ment by sharing insights from experiences in multidisciplinary education. It presents eight conclusions regarding the future of multidisciplinary education and, thereby, seeks to contribute to a more humane and sustainable future for cities:I  Process is central to multidisciplinary collaboration. Negoti-ating positions, ensuring an environment of respect, balance and open-mindedness, and setting a common vocabulary. II  Multidisciplinarity can be a way to foster innovation. It trig-gers complementarity and confrontation. As with any innova-tion, there is potential for greater outcomes, but, at the same time, extra risks emerge. These need to be managed. III  Multidisciplinarity could be better integrated into organisa-tional structures. IV  Disciplinarity and multidisciplinarity are in mutual coex-istence. They are inseparable. They can complement and contradict each other. V  Problem precedes solution, not the opposite. Framing the problem, or ‘problematizing’, is a considerable share of the actual solution. This is particularly applicable to multidiscipli-narity. VI  Multidisciplinarity is by nature composed of fluid boundaries. Navigating through an enormous diversity of perspectives requires agility, flexibility, independence, spirit of adventure and embracing uncertainty. VII  Professionals should be trained as ‘T-shape’: grounded in their field while able to dialogue with other fields. VIII  Both generalists and specialists are needed. Education should provide opportunities for both.

City of the Future Graduation Lab. Experiences in Multidisciplinary Education

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City of the Future Graduation Lab. Experiences in Multidisciplinary Education

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