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Metro/Education Montreal (1970): Rethinking the Urban at the Crossroads of Megastructures, Systems Analysis and Urban Politics

Metro/Education Montreal (1970): Rethinking the Urban at the Crossroads of Megastructures,... AbstractThis paper revisits the “Metro/Education” project, an unrealized proposal for turning the underused spaces connected to Montreal’s underground metro system into a learning environment. Developed by architects Michel Lincourt and Harry Parnass in 1970, Metro/Education offered an alternative response to the campus plans for the newly created Université du Québec à Montréal (UQAM). The project shows how design was mobilized towards the strategic reorganization of education as part of a wider urban “system.” It offers a concrete illustration of how architecture and urban design, influenced by the discourse on megastructures, and informed by systems theory and environmental design, sought to redefine the role of designers as programmers of processes rather than designers of things. The paper also speculates as to how such intellectual emancipatory reconfigurations could go hand in hand with urban regeneration politics. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Architecture and Culture Taylor & Francis

Metro/Education Montreal (1970): Rethinking the Urban at the Crossroads of Megastructures, Systems Analysis and Urban Politics

Architecture and Culture , Volume 7 (2): 18 – May 4, 2019

Metro/Education Montreal (1970): Rethinking the Urban at the Crossroads of Megastructures, Systems Analysis and Urban Politics

Architecture and Culture , Volume 7 (2): 18 – May 4, 2019

Abstract

AbstractThis paper revisits the “Metro/Education” project, an unrealized proposal for turning the underused spaces connected to Montreal’s underground metro system into a learning environment. Developed by architects Michel Lincourt and Harry Parnass in 1970, Metro/Education offered an alternative response to the campus plans for the newly created Université du Québec à Montréal (UQAM). The project shows how design was mobilized towards the strategic reorganization of education as part of a wider urban “system.” It offers a concrete illustration of how architecture and urban design, influenced by the discourse on megastructures, and informed by systems theory and environmental design, sought to redefine the role of designers as programmers of processes rather than designers of things. The paper also speculates as to how such intellectual emancipatory reconfigurations could go hand in hand with urban regeneration politics.

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References (42)

Publisher
Taylor & Francis
Copyright
© 2019 Informa UK Limited, trading as Taylor & Francis Group
ISSN
2050-7836
eISSN
2050-7828
DOI
10.1080/20507828.2018.1511212
Publisher site
See Article on Publisher Site

Abstract

AbstractThis paper revisits the “Metro/Education” project, an unrealized proposal for turning the underused spaces connected to Montreal’s underground metro system into a learning environment. Developed by architects Michel Lincourt and Harry Parnass in 1970, Metro/Education offered an alternative response to the campus plans for the newly created Université du Québec à Montréal (UQAM). The project shows how design was mobilized towards the strategic reorganization of education as part of a wider urban “system.” It offers a concrete illustration of how architecture and urban design, influenced by the discourse on megastructures, and informed by systems theory and environmental design, sought to redefine the role of designers as programmers of processes rather than designers of things. The paper also speculates as to how such intellectual emancipatory reconfigurations could go hand in hand with urban regeneration politics.

Journal

Architecture and CultureTaylor & Francis

Published: May 4, 2019

Keywords: Metro/Education; Michel Lincourt; Harry Parnass; systems analysis; environmental design; megastructure; architectural pedagogy; Centre d’Etudes et de Recherches de l’Environnement (CERE); Melvin Charney; Richard Buckminster-Fuller

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