WHATPROLOGUE

prologuem.arch stage II

Elise Wilkes-Brand Matthew OxleyBen Huggins Jason Skelton

WHATWHY WHO HOW

KEY POINTS:How to read this booklet:

This booklet includes a number of summary pages, which aim

to distille our thinking and strategy into key bullet points for

quick reference.

The summary pages are highlighted in RED for ease of finding.

They should be read in collaboration with other summary

pages from the other booklets.

WHAT

CO

NTEN

TS

PROLOGUE

introductionOur Vision

advocacy or architecture without the ‘A’re-thinking advocacy

choose a causecreate a constituency

add an agendaadvocacy into a brief

closed to open universitythe university as an ‘anchor’

the ethical universitysummary

455667789

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WHATWHY WHO HOW

Introduction

With the help of Krzysztof Nawratek, the 2nd year of Plymouth

University’s Master of Architecture course have been able to build

international connections and offer our architectural insight to the

University of Silesia, located in central Katowice.

The university is in the stages of seeking architectural advice for an

expansion plan, including the consolidation of a dispersed campus,

the acquisition of land and the construction of new facilities. After

a series of proposals were put forward from teams including the

cities architects, professional architects and architectural students,

the university are asking us [Plymouth University] to help design

a more socially aware and democratic strategy which challenges

these proposed masterplans, encouraging the university to invest

not only in its infrastructure, but additionally to invest in it’s students

future, the local community and the city as a whole.

After 10 days spent in Katowice, immersed in the culture, learning

from the university, the council, the politicians, the students and

the local community, as well as absorbing the surrounding urban,

architectural, political and social context, we were able to begin our

analysis of the position of the university in relation to its students

and the city. This direct experience has enabled us to gain a broad

perspective on Katowice rather than just the universities perspective,

influencing our team to adopt the role of advocate rather than just

architect.1

1 Georgeen Theodore, ‘Advocacy? Three Modes of Operation for the Activist Architect’

INTR

O

5

WHATWHY WHO HOW

AD

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YOur Vision - What do we hope to achieve?

...of radical renewal, reform and revolutionary change to the dominant neo-liberal socio-economic framework [known as capitalism]2 through a progressive and transformative supplementary model, empowering and mobilising the denizens of Katowice...

Advocacy [leads to architecture] or architecture without the ‘A’

advocacy/ˈadvəkəsi/

noun

1. public support for or recommendation of a particular cause or policy.

2. the profession or work of a legal advocate.

In his landmark 1965 essay ‘ Advocacy and Pluralism in Planning,

Paul Davidoff argued that planners should be advocates for the

underprivileged and poor, advancing their interests much in the

same way that a lawyer represents a client. Davidoff’s work, which

responded to the urban crises in American cities in the 1960s,

sparked new forms of activism in architecture and planning that

influenced a generation of practitioners through the 1970s.

Rejecting the idea of planning as a rational science that operates

from a ‘neutral’ professional position, the proponents of advocacy

planning pointed out that planning is by its very nature a political 2 Real economy lab - http://flourishingenterprise.org/the-vision-and- mission-of-the-real-economy-lab

6

WHATWHY WHO HOW

endeavour. There are always winners and losers in every plan and

development proposal, and the planner (and designer) has to pick

sides.’3

Re-thinking Advocacy

Theodore outlines how his practice, Interboro4 challenges the idea

of winners and losers in masterplanning and architecture, drawing

upon examples worldwide and a critique of Davidoff’s position.

Theodore has provided a framework for the architect as advocate,

seeking to define a proactive alternative to traditional professional

practice. Effectively re-thinking and re-tooling advocacy so that it is

interdisciplinary, speculative and ultimately more expansive about

who and what to fight for.

Choose a cause

As an advocacy architect, a cause is necessary. The cause may be

pre-defined by the client, or identified by the architect as a cause

worthy of advocating for, or brought to the architect’s attention by a

potential client.

In this project, we are to advoacte for the denizenry. By definition,

the denizenry are effectively non-citizens, or people with ‘a limited

range of rights to that of a citizen who has all 5 rights, civil, cultural,

social, economic and political. It is common now to live within a

citizenry but infact belong to a denizenry’.5

3 Davidoff P, Advocacy & Pluralism in planning, 19654 http://www.interboropartners.net5 Standing, 2014, The Precariat: Denizens to Citizens

AD

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WHATWHY WHO HOW

AD

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YCreate a constituency

Outlines a method of project initiation that could occur without a

client. Advocacy shouldn’t always be about helping an existing

constituency obtain its stated goals, but about producing or

assembling a public out of the infinity of practices that exist in the city.

Our assembly of constituents will bring together the university with

the denizery, effectively advocating for both sides simultaneously.

As part of the idea of re-activating the commons, we aim to publise

the plans to reach a greater audience through the mediums

of advertisement [posters, broadsheets, referendums etc] to

inform residents and students alike of the spatial and economic

consequences of the ethical masterplan and strategy, creating

interest in the subject wthin accessible

The preferred outcome would be a meachanism to allow for the

constituents to truely voice their opinions to the university with

the outcome of them having the chance to make a real change.

Perhaps a ethical democratic university would allow a referendum

on the preferred choice?

Add an agenda

Outlines techniques of building additional agendas into a project

that are external to (and sometimes even in conflict with) the client’s

goal. Advocacy can expand the role an architect plays in the design

process, incorporating social, political, or environmental agendas

into the discussion. These agendas are not client generated or

8

WHATWHY WHO HOW

CU

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ENT

driven. In this way, the architect serves doubly: on the one hand

as a professional service provider and on the other as an activist

advocating for a particular cause or outcome.6

Of considerable note is the idea of how this approach may go

against the traditional notions of advocacy, in that the primary client

may be powerful and not in need of an advocate, architects could

have the greatest impact in this role, since this kind of thinking could

be applied to a much larger number of projects.

Advocacy into a brief

With such an open brief allocated by the university, mainly

prescribing a select number of new buildings and the desire to

become ‘integrated’ with the city, we are able to use our knowledge

as architectural students, to realise the universities vision, whilst

simultaneously filtering in our own relevant personal agendas.

makes the invisible visible to the public...

Introducing institutions and organisations that may have an interest in strengthening practices.

6 Georgeen Theodore, ‘Advocacy? Three Modes of Operation for the Activist Architect’

9

WHATWHY WHO HOW

PRO

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WHATWHY WHO HOW

PRO

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The university as an ‘anchor’

anchor/’aŋkə/

noun

1. a heavy object attached to a cable or chain and used to moor

a ship to the sea bottom, typically having a metal shank with a

pair of curved, barbed flukes at one end.

2. a person or thing which provides stability or confidence in

an otherwise uncertain situation.

Although the university may not realise it, the institution has the

ability to play a key ‘anchor’ role for the city and the community. The

university can provide a mechanism for stability within a period of

time that its main supporter [the students] are perhaps at their most

vulnerable.

Our aim is to satisfy the need for expansion whilst offering a

supplementary agenda focused on highlighting the ‘anchor’ role the

university should adopt within the city network. Our proposal offers

a method that provides necessary consolidation and expansion of

the primary activities of the institution, supplemented with a support

network for students in their career path once they have left higher

education. To help the university become more “integrated” with

the city, it is evident that the proposal would need to work for all

actors within the city, both citizens and denizens. The approach to

providing support to both citizens and denizens is highlighted in the

‘WHO’ and ‘HOW’ booklets.

11

WHATWHY WHO HOW

PRO

JECT A

IMS

The [proto-ethical] univeristy [urban university]

urban university/or metropolitan university [UK]/

noun

An urban university (which in some cases may be referred to as a

metropolitan university) is a U.S. term for an institution of higher learning

that is socially involved and serves as a resource for

educating the citizens and improving the health of the city or region in

which it is located.7 That is, the urban university must be “of” the city as

well as “in” the city.

Appealing to the social and ethical morals of the university,

acting as a source of education and innovation within the city, the

supplementary agenda will address some of the issues experienced

by the less influential constituents who need support from the

current system, but are in no position to gain it.

The urban strategy and masterplan for the university campus will

seek to question davidoff’s assumption that acting as advocate

will require the advocate to choose a side to advocate for, with

the assumption that the advocate architect will lean towards the

‘losers’ in the ‘plan’ and advocate in opposition to the ‘winners’. The

proposal will seek to re-think advocacy, drawing inspiration from the

architectural practice Interboro8 and the approach to advocacy and

architecture that the practice adopts.

7 http://www.usucoalition.org/about/8 http://www.interboropartners.net

SUM

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RYWHAT ARE WE DOING?IN SUMMARY

ADVOCACY THEN ARCHITECTURE!

- We are seeing ourselves as advocates then architects.

- We are challenging the assumption that when

advocating there will intrinsically be ‘winners’

and ‘losers’ in every plan.

- Therefore,advocacywillbere-definedtoaddressboth

the assumed ‘winners’ and ‘losers’ of the plan.

- Referencing Interboro’s advocacy tools:

advocacy = cause + constituency + agenda

wehavedefinedacause-‘the denizenry’

wehavedefinedaconstituency-the university with the denizenry

we have added an agenda - we have a client that does not require an advocate, but within this framework we are advocating for those in need.

SUM

MA

RYTHE UNIVERSITY AS AN ANCHOR

- The university is the common ground between the city

and the students.

- The university can provide an ‘anchor’ for both the

city and the students, with the students opening the

doors for the larger group of denizens in the community.

THE [PROTO]ETHICAL [URBAN] UNIVERSITY

...an institution of higher learning that is socially involved and serves as a resource for educating the citizens and improving the health of the city or region in which it is located.

- The university will socially integrate itself with the

city through a supplementary agenda that will

address some of the issues experienced by the less

influentialconstituentswhoneedsupportfrom

the current system, but are in no position to gain it.

Our Vision

...of radical renewal, reform and revolutionary change to the dominant neo-liberal socio-economic framework [known as capitalism] through a progressive and transformative supplementary model, empowering and mobilising the denizens of Katowice...

prologuem.arch stage II

Elise Wilkes-Brand Matthew OxleyBen Huggins Jason Skelton

WHATWHY WHO HOW

University of Silesia[PROTO]ETHICAL

WHYTHEORETICAL CONTEXT

theoretical contextm.arch stage IIElise Wilkes-Brand Matthew OxleyBen Huggins Jason Skelton

WHATWHY WHO HOW

KEY POINTS:How to read this booklet:

This booklet includes a number of summary pages, which aim

to distille our thinking and strategy into key bullet points for

quick reference.

The summary pages are highlighted in TEAL for ease of finding.

They should be read in collaboration with other summary

pages from the other booklets.

WHY

CO

NTEN

TS

THEORETICAL CONTEXT

university aims [proto]ethicsissues with the current education model

the graduate cycle[proto]ethical university

issues with the system - denizens & citizenssummary

the public spherethe commons

the negative commonssummary

the urban university anchor

[proto]ethical modelhybrid economy

revelutionary and reformistsummary

vacant spacesterrain vague

strategic & tacticaltactics are the place of the others

tactics depends on timeurban punctuations urban acupuncture

continuityakupunktura for Katowice

architectural responsesummary

44568

101213151618192122232426272829303132323334

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WHATWHY WHO HOW

University aims

The University of Silesia, as one of the largest institutions of higher

education in Europe (approx. student population - 30,000) focuses

on the development of research and educational infrastructure,

prioritising innovation and practical applications that directly

develop the region and its economy. Another strong focus is

internationalisation, with the university offering internationally

recognised courses and encouraging international student

exchange.1

Issues with the current educational model

As an institute of higher education, a university has a duty of care to

educate and nurture its students, helping them to gain knowledge to

progress within the world. After discussions with a select few Polish

students from the university in Katowice, Marta Polap, Krzysztof

Linda, Lukasz Milenkowicz, Lukasz Moll, Adam Folek and Martyna

Ludwig, it was clear to see external hindrances to the current

educational system the university pride itself on.

It is difficult for students to practically apply their education to directly

develop the region, as the current political framework offers few jobs,

often requiring only a basic level of skill, which these students are

educated well above. Students are unable to use their knowledge to

peruse their own career paths, becoming a social group who have

little to no job security and few employment rights.2

1 http://english.us.edu.pl/university-silesia2 Standing G, 2011 The Precariat: New Dangerous Class

AIM

S &

ISSU

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5

WHATWHY WHO HOW

THE GRADUATE CYCLE

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

GR

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YCLE

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WHATWHY WHO HOW

Regardless, students are still competing with each other for these

low paid, low skill, low self achievement jobs, by returning into

education, to gain more and more degrees and PhD’s in a desperate

attempt to make themselves more employable compared to fellow

students.

[proto]ethical university

prototype

/ˈprəʊtətʌɪp/

noun

1. a first or preliminary version of a device or vehicle from which other forms

are developed.

ethics

/ˈɛθɪks/

noun

plural noun: ethics; noun: ethics

1. moral principles that govern a person’s behaviour or the conducting of an

activity.

Prototypes are places of experimentation, of radical opportunity, an

opportunity for incubation periods, a safe haven of vocational study.

Ethics can help steer the direction of the university appealing to

what is morally right, considering social, enviromental and economic

conditions within the city.[PR

OTO

]ETH

ICA

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[PRO

TO]ETH

ICA

L

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

AN ETHICAL ALTERNATIVE?

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

UN-ETHICAL? MODEL

ETHICAL? MODEL

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WHATWHY WHO HOW

‘CITIZENRY’UNIVERSITY

UNEMPLOYED

STUDENTS

HOMELESS

ECONOMICALLYINSECURE

SOCIALLY EXCLUDED

$? ‘DENIZENRY’

EMPLOYED

ECONOMICALLYSECURE

$

SETTLED

DIFFERENCES BETWEEN CITIZENS & DENIZENSD

ENIZ

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& C

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WHATWHY WHO HOW

Issues with the system - Denizens and Citizens

With a future of insecure labour and living, a loss of control over their

own futures, little to no occupational identity and working well below

their labour power and capabilities, these students soon become

Denizens of the city. Standing (2011) talks of Denizens as having ‘a

limited range of rights to that of a citizen who has all 5 rights, civil,

cultural, social, economic and political. It is common now to live

within a citizenry but in fact belong to a denizenry’.

The student population make up a percentage of these denizens

along with other members of the community, the unemployed, the

economically insecure, those in poor jobs, those homeless and

those with no identity within the local community.3

The questionable economic viability (due to external influences) of

many of Polands coal mines coupled with their potential closure

has already left many employees redundant, with a potential for

many more in the future. (EU Carbon reduction targets).4 These

proletariats will no longer have secure labour and skills that can be

sold as a commodity, eventually becoming ‘denizens’, abandoned

by the system. There is a large population of socially excluded

denizens in Katowice, many of which squat in the dilapidated

residential buildings the university are planning to purchase as part

of their campus.

3 Standing G, 2014 The Precatiat: Denizens to Citizens4 www.coalage.com/features/3321-polish-coal-industry-faces-tough

DEN

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CITIZEN

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SUM

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RYTHEORETICAL CONTEXTSUMMARY

THE GRADUATE CYCLE

- Graduates churned out into a competitive world for

limited, undermining opportunities.

- Leads to an endless cycle of studying for more

degrees to distinguish one’s self from the

competition.

[PROTO]ETHICAL

- The university has a moral obligation to ‘do the right

thing’ for its students (and the community as a whole).

- We will present a prototype of an ethical university

outlining a vision of how this can be achieved.

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

SUM

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RY

THE CITIZENRY AND DENIZENRY

- Denizens have a limited range of rights compared

to citizens. Students make up a considerable amount

the denizenry of Katowice.

- The project will address the denizenry as part of the

ethical integration of the university with the city.

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

AN ETHICAL ALTERNATIVE?

‘CITIZENRY’

UNIVERSITY

UNEMPLOYED

STUDENTS

HOMELESS

ECONOMICALLYINSECURE

SOCIALLY EXCLUDED

$? ‘DENIZENRY’

EMPLOYED

ECONOMICALLYSECURE

$

SETTLED

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WHATWHY WHO HOW

The Public Sphere

A Democratic Theory by Habermas (1962)

The theory of the public sphere encompasses the idea of

participatory democracy, where the public is related to the notion

of the common. Habermas5 defines the public sphere as a ‘society

engaged in critical public debate’ with the following conditions:

- formation of public opinion

- all citizens have access

- unrestricted conference

- debate and general rules governing relations.

In contrast, the Counter Publics can be defined as the marginalised

version of the public sphere, where there is no participatory

democracy, the commons is private, and citizens are in fact denizens

with little to no social engagement.

The basic ideal belief in public sphere theory is that the

Governments [or university’s] laws [ideals] and policies [action]

should be steered by the public [student and community]

sphere.

5 Habermas J, 1962, The Structural Transformation of the Public Sphere

PUB

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The Commons

commons

/ˈkɒmənz/

noun

1. old english term for common land typically located within the heart of the

village (village green) for the communal grazing of livestock.

2. land or resources [the physical and networks] belonging to or

affecting the whole of a community.

The commons is a concept that has attained again much interest

in the last decade due to the economic and political turmoil that

neo-liberalism and late capitalism has created. The management of

what can be considered as commonwealth or common resources

needed to be reconsidered, as the old distinction between private

and public did not seem to be able neither to satisfy neither the

need for understanding property nor to answer the vital question of

how to share vital resources.6

In addition, digital culture has given us a new insight into the

economics of sharing with a multiplicity of growing communities that

produce, manage and share knowledge and information freely and

openly. Which are the Commons? Do they exist or do we create

them? How can we categorize and understand them? How do we

maintain them and protect them? In what ways are they different to

property managed by the state or by individuals?7

6 Delinikolas D, 2013, Mapping the Urban Commons7 Delinikolas D, 2013, Mapping the Urban Commons

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The idea of the ‘commons’ generally refers to shared cultural and

natural resources, accessible to all members of society.8 Adding to

the cultural and natural commons, there are also the public spheres

including open and abandoned spaces, as well as the digital

commons, including blogs and online initiatives.9 The use of crowd

sourcing and online interfaces, such as Wikipedia, Facebook and

Youtube, has become an integral part of society in recent years,

allowing knowledge and information to be freely accessed and

exchanged by anyone with access to the internet.

Jeremy Riftkin, in his ‘The Zero Marginal Cost Society’, focuses on

the up-rise of a global collaborative commons, with special focus

on how online networks are replacing capitalism. Riftkin theorises

that capitalism is falling victim of its own success, and its demise is

giving way to a new global collaborative commons.

With information, entertainment and even 3D printed products

being shared on online interfaces, as well as students enrolling on

open online courses and young entrepreneurs establishing socially

sensitive businesses, the commons are replacing the “exchange

value” with “use value” .

Cooperation replaces self-interest, access replacing ownership and

networking replacing autonomy. Riftkin hypothesises that capitalism

will play an increasingly diminished role in the future, with people

learning how to live together collaboratively and sustainably as part

of an increasingly interdependent global commons.10

8 http://en.wikipedia.org/wiki/Commons 9 http://en.wikipedia.org/wiki/Commons10 Riftkin J, 2014, Zero maarginal cost society

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The negative commons

‘…what people are forced to share-whose socio-economic epitome

is debt, whose material epitome is pollution. As private and national

debts are imposed as burden on people living now and in the future,

all sorts of pollution are likewise imposed as deadly biohazards.

Radiation is certainly one and the worst of all pollutions, and the tax

money to pay off the unending nuclear disaster will weigh on the

people for years to come.

The so-called environmental crises, the impoverishment and

the immiseration of all kinds are due to the de- and negative

commonisations. On top of that, privatisation of information,

including the areas of intelligence in general to affective production

to genetics, has been creating new species of negative commons

that metomorphose both our bodies and minds in a monstrous

manner. So the areas of information in both material and immaterial

senses are the frontline of the struggles over the commons.’11

It is worthy of note how the commons does not necessarily include

just the commons that we see and choose to record or ‘map’, or

perhaps the ‘positive commons’. Pollution/energy, waste materials

and waste [vacant] land all form part of our collective commons.

These commons present many opportunities for our project. Waste

materials and energy present opportunities for synergies between

activities happening on the site. Vacant land offers the opportunity

to infiltrate the capitalist system.

11 Radiation and revolution, commons, class struggle and the world, border lands vol 11 no2, 2012 Sabu Kohso.

- VE CO

MM

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SUM

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RYTHE PUBLIC SPHERE

- The basic ideal belief in public sphere theory is that

the Governments [or university’s] laws [ideals and

policies [action] should be steered by the public

[student and community] sphere.

- The counter publics - the marginalised society.

THE COMMONS

- land or resources [the physical and networks]

belonging to or affecting the whole of a community.

- Online networks can replace capitalism - the global

collaborative commons.

- ‘Exchange value’ to ‘use value’ / Open access replacing ownership / Networking replacing autonomy

- Open source materials providing the tactical response

to capitalism

THE - VE COMMONS

- Not all commons produce a positive outcome

[pollution, waste materialsetc]. Perhaps we can utilise

these.

SUM

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WHATWHY WHO HOW

An Alternative - The Urban University [proto]ethical

urban university/or metropolitan university [UK]/

noun

An urban university (which in some cases may be referred to as a

metropolitan university) is a U.S. term for an institution of higher learning

that is socially involved and serves as a resource for

educating the citizens and improving the health of the city or region in

which it is located.12 That is, the urban university must be “of” the city as

well as “in” the city.

Whilst the University has a clear obligation to the welfare of its

students, as a powerful presence within the city, it should also

have a social and ethical responsibility to all of the cities residents.

The university as an institution is able to go beyond the existing

paradigm with the institution edifying for the shared common good.

The university should not be seen as a machine for the production

of diplomas, producing obedient workers / slaves of the system.

Democracy should become a central aspect within all social and

political processes, allowing the insecure majority to have power

over the secure minority. Rather than a closed, isolated institution

that retains the knowledge it produces, within its four walls,

knowledge should be a shared commodity, free to the everyday

citizens and denizens, not just the students.

12 http://www.usucoalition.org/about/

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WHATWHY WHO HOW

The university as an ‘anchor’

anchor/’aŋkə/

noun

1. a heavy object attached to a cable or chain and used to moor

a ship to the sea bottom, typically having a metal shank with a

pair of curved, barbed flukes at one end.

2. a person or thing which provides stability or confidence in

an otherwise uncertain situation.

Although the university may not realise it, the institution has the

ability to play a key ‘anchor’ role for the city and the community. The

university can provide a mechanism for stability within a period of

time that its main supporter [the students] are perhaps at their most

vulnerable.

Through the suggestion of a supplementary educational model,

which supports democracy and social inclusion, our aim is to

progressively transform the University of Silesia into an ‘Urban

University’. The idea behind an Urban University expands on a

traditional university, which provides education and research only,

and takes on the additional responsibility of socially involving and

educating the local community and city, by using its student body

and financial resources to improve the regions quality of life.13

Acting as a resource of knowledge, urban-orientated education,

vocational work and supportive networks use the local people,

13 http://www.asu.edu/distinguishedprofessor/Lynton.pdf

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WHATWHY WHO HOW

industries, businesses and NGO’s to install a deep sense of

responsibility for its urban constituencies, improving and helping

them with their problems. Enhanced vocational work within the

curriculum allows business and industry to closely engage with the

education process, allowing knowledge and skills to be exchanged

outside of the autonomous institute.

Through the practical application of knowledge collected within

university, the local community can also benefit from the services

and products the students and the university are producing. This

integration brings the city into the academic field, equipping them

with the same opportunities to achieve their own personal agendas,

be that a democratic business, a public service or simply joining an

existing network of support across the city.

There are currently over 1,600 NGO’s in the area of Katowice

alone, with around 25% working with local communities and social

activities, and around 35% working with education, economic

development and entrepreneurship. These nodes already exist,

however the networks between them are weak.

Considering the universities vast amount of social courses, the

knowledge learnt should be used to help local NGO’s in their work

towards helping local communities. Whilst the university is able to

help and support certain NGO’s, they can also benefit from those

dealing with entrepreneurship and innovation in higher education,

bringing them onboard with the education system to help build a

future for graduates.

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CH

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21

WHATWHY WHO HOW

denizensstudents

university

citizens

societymargins

students citizensdenizens

students

denizensstudents

university

citizens

societymargins

current university boundary of ethical obligation

[proto]ethical [urban] university boundary of ethical obligation

ETHIC

AL

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WHATWHY WHO HOW

HYB

RID

EC

ON

OM

Y“Mildly utopian agenda/strategy to be taken up by politicians and

civil society including NGO’s who too often flirt with becoming quasi-

governmental organisations.” 14

A hybrid economy

[the new economic model]

‘Should not consider itself as ‘revolutionary’, should avoid being

‘reformist’, must be ‘transformative’.15

If the current model is flawed, how then do we begin to make

changes to improve the prospects for students of the university and

the community as a whole?

The way to change the current political and economic system

the university operates within is not to take over, or to attack the

capitalistic system producing denizens through the pursuit of profits

and efficiency.16 It is also not to suggest a radical upheaval of the

norm, replacing it completely.17 This only opens up the new system

to becoming that of the old.

The solution is to work with the current system, proposing an

alternative, a hybrid economy.18 Mechanisms should be developed

to channel the income from the upper classes of the elites and

salariats,19 to the rest of the population.

14 Standing G, 2011 The Precariat15 Standing G, 2014 The Precariat Denizens to Citizens18 Holloway - How To Change The World Without Taking Power17 Mcguirk J, 2014 Radical Cities18 Holloway - How To Change The World Without Taking Power19 The Precariat: Denizens to Citizens

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RELEVU

TION

ARY

Instead of replacing the existing capitalist system with a radical ‘bottom up’ approach..

Which would itself evenually turn back into a capitalist model...which would itself eventually turn back into a capitalist style model...

Instead of replacing the existing capitalist system with a radical ‘bottom up’ approach...

revelutionary and reformist model

Instead we work alongside the curent system creating a ‘Hybrid Economy”.

instead we work alongside the current system creating a ‘hybrid economy’ based on proto-ethics

transformative [proto-ethical] model

SUM

MA

RYTHE URBAN UNIVERSITY

- ... an institution of higher learning that is socially

involved and serves as a resource for educating the

citizens and improving the health of the city or region

in which it is located.

UNIVERSITY AS A ‘ANCHOR’

- The institution has the ability to play a key ‘anchor’

role for the city and the community. The university can

provide a mechanism for stability within a period of

time that its main supporter [the students] are

perhaps at their most vulnerable.

- The students have the ability to be a mediator

between the city [the citizens] and other denizens.

A HYBRID ECONOMY

- [the new economic model]

‘Should not consider itself as ‘revolutionary’, should

avoid being ‘reformist’, must be ‘transformative’.

- It is also not to suggest a radical upheaval of the

norm, replacing it completely. This only opens up the

new system to becoming that of the old.

SUM

MA

RY

denizensstudents

university

citizens

societymargins

students citizensdenizens

students

denizensstudents

university

citizens

societymargins

current university boundary of ethical obligation

[proto]ethical [urban] university boundary of ethical obligation

.

which would itself eventually turn back into a capitalist style model...

Instead of replacing the existing capitalist system with a radical ‘bottom up’ approach...

instead we work alongside thecurrent system creating a ‘hybrid economy’ based on proto-ethics

A Hybrid Economy

26

WHATWHY WHO HOW

Vacant Spaces

The urban terrain of Katowice is saturated with dead, empty and

abandoned spaces. A popular discourse in architecture and urban

planning, vacant space has numerous concepts on the value and

reasoning behind its existence. De Sola-Morales talks of these

‘terrain vagues’ in a more political sense, discussing their existence

‘outside the city’s effective circuits and productive structures.’20

Seen as empty and meaningless by authoritarian figures, these

marginalised sites exist in contrast to the ordered and controlled

spaces of the city, representing holes in the capitalist system.21

Terrain Vague

But perhaps that indeterminacy is exactly what is needed for a

space to remain relevant over time? How else can a project, heavily

designed and programmed, remain relevant as the space, culture,

and people around it change?22

How can architecture act in the terrain vague without becoming an

aggressive instrument of power and abstract reason? Undoubtedly,

through attention to continuity: not the continuity of the planned,

efficient, and legitimized city, but of the flows, the energies, the

rhythms established by the passing of time and the loss of limits...

we should treat the residual city with a contradictory complicity that

will not shatter the elements that maintain its continuity in time and

space.”

20 De Sola Morales:199521 http://arts.brighton.ac.uk/__data/assets/pdf_file/0003/44850/41_Pamela- Shaw,-Joanne.Hudson_The-Qualities-of-Informal-Space.pdf22 Manuela Mariani 2014 Terrain Vague

VAC

AN

CY

27

WHATWHY WHO HOW

nstead of seeing these spaces as valueless wastelands, our

urban strategy aims to realise the potential of these vacancies, as

social breathing spaces, full of endless opportunities for catalytic

interventions. These interventions will continue the contradictions

to the capitalist system, encompassing democratic and socially

responsive functions that fill areas in the social context, capitalism

has failed to support.

TERR

AIN

VAG

UE

28

WHATWHY WHO HOW

Strategic and tactical

Michel De Certeau theorises that power relations are enacted

within the urban realm through the relationship between ‘strategies’;

those people and institutions that create boundaries and declare

ownership, and ‘tactics’; those who use movement and timing to

usurp the place of another.23 De Certeau suggests that architecture

is traditionally regarded as strategic, working with ownership, power

and permanence, where-as tactical practice goes beyond the spatial

limits imposed by the powerful, critiquing power relations within the

city.24

By using both strategies and tactics, power can be transferred

from institutions at a strategic scale, to help generate interventions

and initiatives on a tactile scale.25 The development of a strategic

response considers and focuses on existing developments and

processes taking place, forming alliances with those in power and

those who are able to make change. De Certeau refers to tactics

as practices of the marginal, being collaborative in nature, crossing

disciplinary boundaries to question ownership and rights to the

spaces of the city.26 These unexpected, contradictory spaces are

left to evolve and develop through spontaneous and unexpected

use, building diversity into the urban landscape, adding vitality and

integrity to public spaces.27

23 De Certeau, Michel. The Practice of Everyday Life (1984), Berkeley: University of California Press24 De Certeau, Michel. The Practice of Everyday Life (1984), Berkeley: University of California Press25 RAAAF - Strategic26 De Certeau, Michel. The Practice of Everyday Life (1984), Berkeley: University of California Press27 RAAAF - Strategic

STR

ATEG

IC

29

WHATWHY WHO HOW

TAC

TICA

LThe aim is to integrate knowledge and opportunities and different

scales across different communities, using tactics to disseminate

and activate the strategy within the denizens of the city. Contradictory

interests and cultures can be openly linked to help build a more

integrated society, with positive and flexible interactions.

Tactics are the place of the others

I call a strategy the calculus of force-relationships that become

possible when a subject of will and power (a proprietor, an enterprise,

a city, a scientific institution) can be isolated from the ‘environment’.

A strategy assumes a place that can be circumscribed as proper

and thus serve as the basis for generating relations with an exterior

distinct from it (competitiors, adversaries, clienteles, targets, or

objects of research). Political, economic, and scientific rationality

has been constructed on this strategic model.28

I call a tactic, on the other hand, a calculus which cannot count

on a proper (a spatial or institutional localisation), nor thus on a

borderline distinguishing the other as a visible totality. The place of

a tactic belongs to the other. A tactic insinuates itself into the others

place, fragmentarily, without taking it over in its entirety, without

being able to keep it at a distance. It has at its disposal no base

where it can capitalise on its advantages, prepare its expansions,

and secure independence with respect to its circumstances.29

28 De Certeau, Michel. The Practice of Everyday Life (1984), Berkeley: University of California Press29 De Certeau, Michel. The Practice of Everyday Life (1984), Berkeley: University of California Press

30

WHATWHY WHO HOW

PUN

CTU

ATIO

NS

existing campus

strategicinterventions

tacticalinterventions(urban acpuncture)

OSSA conference on vacant space and urban acupuncture in Katowice

31

WHATWHY WHO HOW

Tactics depends on time

The proper is a victory of space over time. On the contrary, because

it does not have a place, a tactic depends on time – it is always

on the watch for opportunities that must be seized on the wing.

Whatever it wins, it does not keep. It must constantly manipulate

events in order to turn them into opportunities. A tactic is the art of

the weak.

Urban punctuations as a form of tactics

Through the use of ‘Urban Acupuncture’, as a socio-environmental

theory, the placement of small-scale interventions in these vacant

spaces, aims to transform the larger urban context via socially

catalytic interventions in the urban fabric of Katowice.30 Influenced

from the works of Marco Casagrande, the use of localised,

community scale interventions considers constrained budgets and

limited resources to offer cheap and democratic urban renewal

projects.31

30 Ruin Academy - Casagrande Lab. In Architectural Theories of the Environment: Posthuman Territory, ed. Ariane Lourie Harrison. Routledge, 2013.26 Wikepedia, Uban Acupuncture’, http://en.wikipedia.org/wiki/Urban_ acupuncture [Online] 11.12.14

PUN

CTU

ATION

S

32

WHATWHY WHO HOW

Continuity

Jaime Lerner talks of filling gaps in the city, theorising “continuity is

life”. These lifeless pockets break the continuity in urban street life and

should be filled, even with temporary structures, to help re-build this

lost continuity.32 Lerner goes on to talk about what constitutes as ‘good

acupuncture’, theorising that it is about helping the city to become

a catalyst of interactions between different communities of people,

using the integration of functions in open meeting places, to create life

throughout the city.33

Good acupuncture can be employed to embody the social and ethical

nature of the university, integrating the denizens of Katowice in socially

constructive spaces and programs. With vacant spaces filled with new

enterprises, co-operatives and socially supportive pop up facilities,

such as exhibitions, bars, markets and urban retreats, the model is able

to spread throughout the city, with each site acting as a catalyst to help

improve and empower the localised area.

Akupunktura in Katowice

The OSSA, a nationwide architectural student workshop focused their

2014 event on Acupuncture around the area of Katowice. Sponsored by

large institutions, organisations and Katowice city council, these groups

of students begin to build the network of support for our strategy.34

32 Jaime Lerner, ‘Urban Acupuncture: Celebrating Pinpricks of Change that Enrich City Life’33 Jaime Lerner, Urban Acupuncture: Celebrating Pinpricks of Change that Enrich City Life34 OSSA KATO 2014. ‘Akupunktura’, http://www.ossa2014katowice.pl/ [Online] 11.12.14

CO

NTI

NU

ITY

33

WHATWHY WHO HOW

Architectural Response

nondescript

/nɒndɪskrɪpt/

adjective

1. Lacking distinctive or interesting features or characteristics.

connotation

/kɒnəˈteɪʃ(ə)n/

noun

1. an idea or feeling which a word invokes for a person in

addition to its literal or primary meaning.

With numerous connotations attached to architectural lagnuages

within the city [neo-gothic and moderism], the architecture of

the non-descript, or almost connotationless architecture holds

an opportunity to present a new typology, referencing utilitarian

materials, [scaffolding etc], for a new generation of entrepreneurs.

NO

ND

ESCR

IPT

SUM

MA

RYVACANT SPACE

- ... outside the city’s effective circuits and productive

structures.

- Holesinthecapitalistsystem,lackofefficiencyetc

produces vacant spaces in the urban landscape.

TERRAIN VAGUE

- the flows, the energies, the rhythms established by

the passing of time and the loss of limits

- [perhaps] indeterminacy is exactly what is needed for

a space to remain relevant over time

STRATEGIC & TACTICAL

- Strategic and tactical responses can play off of each

other within the strategy to allow for the brief to be

answered along with our adovacy agenda to be realised.

- Tactics are the place of the others [or the denizens]

- Tactics depend on time. A tactic is the art of the weak

(the denizen??)

SUM

MA

RYURBAN PUNCTUATIONS - URBAN ACUPUNCTURE

- ... the placement of small-scale interventions in these

vacant spaces, aims to transform the larger urban

context via socially catalytic interventions in

the urban fabric of Katowice.

- the use of localised, community scale interventions

considers constrained budgets and limited resources

to offer cheap and democratic urban renewal projects.

CONTINUITY

- [vacant spaces] break the continuity in urban street

life and should be filled, even with temporary

structures, to help re-build this lost continuity.

- Withvacantspacesfilledwithnewenterprises,co-

operatives and socially supportive pop up facilities,

such as exhibitions, bars, markets and urban retreats,

the model is able to spread throughout the city, with

each site acting as a catalyst to help improve and

empower the localised area.

NONDESCRIPT

- Connotationless architectural responses.

theoretical contextm.arch stage II

Elise Wilkes-Brand Matthew OxleyBen Huggins Jason Skelton

WHATWHY WHO HOW

University of Silesia[PROTO]ETHICAL

HOWWILL IT BE DONE

how will it be donem.arch stage II

Elise Wilkes-Brand Matthew Oxley

Ben Huggins Jason Skelton

WHATWHY WHO HOW

University of Silesia[PROTO]ETHICAL

2

WHATWHY WHO HOW

Introduction

The urban strategy aims to re-activate the commons for the people and city of Katowice, through progressive encouragment that exposes a number of supplementary responses embedded within the strategic implementation that responds to the needs of the university.

The response is framed within a network of support to encourage interaction and collaboration with a set of layered spatial definitions to encourage the transformative appropriation of space for the commons.

3

WHATWHY WHO HOWURBAN STRATEGY

RE-ACTIVATING THE COMMONS

4

WHATWHY WHO HOW

Re-activating the commons

Tactical Response:

Re-Activating the Commons is an online interface, which maps the

vacant spaces of Katowice using the vacancy atlas, maps existing

available networks of industries, education, business and NGO’s,

and provides free CAD plans as part of the toolkit for temporary,

semi-permanent and permanent structures. This interface aims to

publicly share information and knowledge which would previously

not be accessible by everyone, in attempts to help support,

encourage and activate the local community in becoming apart of a

democratic, cooperative, inclusive city.

Networks

Networks of businesses, industries, educational faculties and

NGO’s are mapped according to fields of interest, from economic,

entrepreneurial and industrial to social, cultural and charitable.

These networks seek to map existing and potential connections

between organisations and institutes, to enable people to find a

supportive network of like-minded people, to either collaborate with

or support their own ventures.

1 CENTRAL ZONE2 INNER CITY AREA3 WIDER METROPOLITAN AREA

123

Education

1. Law Building (UOS)2. Library (UOS & UOE)3. Social Science (UOS)4. Rectorate (UOS)5. Maths & Physics (UOS)6. Inter Faculty (Maths/Physics/Natu ral Sciences) (UOS)7. School of management of labour protection in Katowice8. TV/Media Building9. Academy of Music10. Faculty of Biology and environmen tal protection11. Faculty of Philology12. Faculty of Theology13. Hotel14. Arcade Student Club15. Bookstore16. Modern Information Centre17. University of Economics18. Rectorate19. Technology department of material science & metallurgy20. School of Management21. Medical university22. Military School

23. Academy of Physical Education

Industry

1. Huta Ferrum2. –3. –4. Ferrum S.A5. Waste Utilisation Plant6. Sutco – Polska SP7. Metso8. Elektobudowa9. Energoapartura10. Moto (Garage)11. 4 Energy S.A12. Bipromat S.A13. Haldex S.A14. Tauron Group15. GK Kopex S.A16. GK Farmacol S.A17. Meblowe Agata S.A

NGO’s

1. Association of friends of the univer sity of Silesia2. Foundation for student government3. Association for regional co-opera tion4. Institute of economic and social sciences5. Bona – Fides6. The Vocational education centre7. Social activity centre8. Silesian forum of social organisa tion KAFOS9. The European chamber of media tion and negation10. Independent student association of university of economics11. GIESCHE foundation12. Silesian marketing society13. The Association for the support of non-government organisations14. Business coaching Polska associa tion15. National Foundation tax advisors16. The polisia forum of European education17. Foundation for film & photography

5

WHATWHY WHO HOW

EDUCATIONAL

NGOs

INDUSTRIAL

1

2

3

4

5

6

7 8

910

11

12

13

14

15

16

17

18

1920

21

22

1

2

3

4

56 7

8

9

10

11

12

13

14

15

16

1

4

5

6

78

9

101112

14 15

16

17

13

6

WHATWHY WHO HOW

Vacany Atlas

Using online mapping research of vacant sites across Katowice,

and building upon this in the immediate area of the ‘campus’, we

have categorised three types of vacant spaces. Built, such as

derelict houses, vacant buildings and abandoned industrial sites,

plots, such as empty lots, disused train yards and closed mining

sites, and fluctuating spaces, such as car parks, thoroughfares and

open public squares.

To assess the potential of these vacancies, the use of an atlas

enables us to look at the characteristics of each space, in turn

informing our design and program choices.

The creation of an atlas highlights the shear scale and diversity of

vacant spaces in the central Katowice area alone, targeting both

private and city landowners, exposing them to the huge potential for

both temporary occupation and permanent interventions.1

The characteristics start by looking at form and size, indicating

whether the vacancy is a built form or a flat space, and a rough

square meter-age. The condition and previous function is also

disclosed to help inform the current status of the vacancy.

The character of the surrounding space is then looked at, assessing

its connectivity to the university and town, to key infrastructure

nodes and so on.

1 RAAAF, ‘Dutch Atlas of Vacancy’, http://www.raaaf.nl/en/projects/535_ dutch_atlas_of_vacancy

M 2

1

275m2 34500m

Gornicza Street

Wodna Street

+

Wodna Street

M 2

1

200m2 32800m

+

M 2

1

300m2 35000m

3

12

31

Refer to the Vacancy Atlas Booklet for more detail of the structure and user’s journey through the atlas.

7

WHATWHY WHO HOW

The ownership of the vacancies and a suggested timescale is also

disclosed to help indicate what type of appropriation would be more

suitable, from day to day temporary use to a more permanent use.

Starting with what we already know exists, the hope is that this

interface will be continually added to, with private owners and

existing businesses using the site to list their vacant spaces for

others to use.

From spaces as small as a shelf in a store, to spaces as large as

huge industrial parks, the atlas aims to list the characteristics of the

space, offering insight to the type of installation that would be best

suited to occupy it.

2

M 2

2500m2 330000m

Gornicza Street

Street

High Street

M 2

1

200m2 32800m

+

M 2

1

300m2 35000m

37

45

51

8

WHATWHY WHO HOW

De-voider toolkit - Maker Culture

The creation of a toolkit which uses modular design, recycled

materials, and simple construction techniques, works to provide

a set of structures, ranging from more temporary fixtures such as

furnishings, exhibitions, open air theatres and accommodation, to

more permanent fixtures such as pop up shops, offices, cafes and

even allotment sheds.

The modularity of the structures enables a set of standardised

recycled materials to be used, in a multitude of ways. With CAD

plans available online to be downloaded, the ‘makerlabs’ on campus

offer free CNC, laser cutting and metal workshops for the structures

to be fabricated. The nature of these structures and the availability

of the toolkit on the online interface will enable anyone who wishes

the opportunity to build something, to do so, free of cost.

Create not only products but the entire system that supports them...2

Blog

The interface also aims to blog what is happening within the

commons, where people can advertise their start-up businesses,

and share their pop up facilities.

2 Tim Brown, IDEO

RECYCLED PRODUCTS

DE-VOIDER KIT

READY MADES

VIRGINMATERIALS

9

WHATWHY WHO HOW

LOCATION

VACANY PROPERTY

DESIGN

DE-VOIDERTOOL KIT

POP-UPS

TEST BED INCUBATOR

+ +

DE-VOIDER SPACE APPROPRIATOR

Vacant spaces in the city , spatial outcomes for the devoider kit

10

WHATWHY WHO HOW

CNC

DOWNLOAD OPEN-SOURCE PLANS FOR DESIRED PRODUCT

PURCHASE APPROPRIATE MATERIAL FROM HARDWARE STORE / MAKER LAB

MAKER LAB LASER CUTS / CNCS NESTED COMPONANTS

CUT COMPONANTS CAN BE ASSEMBLED ON SITE WITH BASIC HAND TOOLS

PRODUCT

DE-VOIDER TOOL KIT PROCESS FLOW (PRODUCT)RE-APPROPRIATED ʻREADY-MADESʼ

LEIS

UR

E

FREI

GH

T

CO

NST

RU

CTI

ON

Things t hat a lready e xist, but put t o new uses; from shipping containers to caravans. Occupy a space and set up shop from anything from a few hours to a f ew months, even toilet / washroom facilities can be sourced off the shelf.

ʻFESTIVALʼ LOO

PORT-A-CABIN

TENT

CARAVAN

SHIPPINGCONTAINER

SCAFFOLDING

Steps within the toolkit, refer to the devoider toolkit for more details

11

WHATWHY WHO HOW

x30

x5

x1

50m

PON

D L

INER

CO

RR

UG

ATED

TIN

PALL

ETC

16 T

IMBE

R

EXPLODED ʻSHOPʼ

2 BUILDING APPROPRIATION

TYPICAL LATE 19th CENTURY HOUSING STOCK

BASEMENTLEVEL

GROUND FLOOR

1st FLOOR

2nd FLOOR

PUBLIC

PRIVATE

BUILT: PRIVATE RESIDENTIAL

RE-FRAMED: MIXED USE, PUBLIC / PRIVATE

Breathe life back i nto old buildings and e mpty spaces with a widely available range of pre-fabricat-ed, r eady-made and open-source designs. All are readily accessed from furniture to l arger scale installations. Every thing you need to make a space your own.

SUM

MA

RY

M 2

1

275m2 34500m

Gornicza Street

Wodna Street

+

Wodna Street

M 2

1

200m2 32800m

+

M 2

1

300m2 35000m

3

12

31

1 CENTRAL ZONE2 INNER CITY AREA3 WIDER METROPOLITAN AREA

123

network vacancy atlas

Networks of businesses, industries, educational faculties, vacant space and NGO’s are mapped

To assess the potential of these vacancies, the use of an atlas enables us to look at the characteristics of each space, in turn informing our design and program choices.

SUM

MA

RY

LOCATION

VACANY PROPERTY

DESIGN

DE-VOIDERTOOL KIT

POP-UPS

TEST BED INCUBATOR

+ +

DE-VOIDER SPACE APPROPRIATOR

x30

x5

x1

50m

PON

D L

INER

CO

RR

UG

ATED

TIN

PALL

ETC

16 T

IMBE

R

ʼ

devoider toolkit space appropriation

modular design, recycled materials, and simple construction techniques, works to provide a set of structures, ranging from more temporary fixtures such as furnishings

entreprenurial incubators

14

WHATWHY WHO HOW

Introduction

The masterplan aims to test the urban strategy propositions. Utilising the network of ngo’s, industries, business and residents in Katowice, the university has gone through the process of the vacancy atlas to re-introduce spatial and programatic outcomes for vacant space within it’s possesion.

Introducing a radical new model of self-appropriation of space by the students themselves for the dessimation of the commons throughout the city.

15

WHATWHY WHO HOWMASTERPLAN

TESTING THE URBAN STRATEGY

16

WHATWHY WHO HOW

The university would like to consolidate...

...leaving vacant spaces within the city fabric...

17

WHATWHY WHO HOW

...we will brinf the city in with this consolidation...

...and disseminate knowledge [commons] produced

back into the city...

18

WHATWHY WHO HOW

Consolidation of faculty buildings

The university has already discussed their preference for becoming

one united campus, contradicting their desires of being integrated

with the city. However, we have chosen to take this preference as

a starting point for our designs, as it works with familiar ground and

already accepted ideas.

Working with an idea of a singular, self-contained campus, we have

challenged ourselves to rethink how integration can take place

between an autonomous ‘Academic District’ and the rest of the city.

As the university wishes to consolidate its departments into

the immediate campus, our solution is to bring the city in with

it, creating a hub of activity rather than a wall of academia.

What then happens to the buildings and areas the university

then vacates through this consolidation process? Our strategy

considers these spaces as integral to the re-integration of the

university within the wider city.

South West of the campus is a pocket of university buildings, the

philology department and Bio-tech department, which face the

Silesian Regional Office and the Theatre. This square currently

creates a pocket of student activity, highlighting the universities

presence throughout other parts of the city, however once the

university moves these departments, this hub will become vacant

with no consideration to the social effects.

PRIMARY CONNECTIONS

EXISTING URBAN GRID

19

WHATWHY WHO HOW

Expanding the idea of integration within the city, and applying the

same spatial attitudes from the main campus at a micro scale, we

aim to re-integrate the university back out into these future vacant

faculty buildings. This dispersal acts to disseminate knowledge and

student culture back into the city environment, as a common to be

shared amongst the local community, rather than retained within the

university campus.

A Supplementary Model

The first part of the model is more transformative, using the

active participation of the university and its students, and local

businesses, industries, institutions and NGO’s, to bring vocational

studies into the heart of the curriculum. Introducing students

into the working environment whilst within education, gives valuable

experience on the practical application of their studies as well as

setting up a network of bodies who can support the students once

they graduate.

Dedicated test beds are established on site to allow for the practical

application of in house learning. For example, the Law department of

the university would have a dedicated test bed located amongst the

university campus, where students can practice civil law whilst

offering a free service (similar to a citizens advice bureau) to

the local community who may not be able to afford private advice

and representation.

PROPOSED PERMUTATIONS

20

WHATWHY WHO HOW

Encouraging Entrepreneurship

The second part of the model encourages entrepreneurship,

workers co-operatives and start up businesses. Cooperatives are a

form of social enterprise, where the workers own their own business,

share their profit fairly and make decisions democratically. These

cooperatives embody the sense of democracy the university should

foster, whilst mindfully not marginalising any other democratic

businesses that do not run under the cooperative name. The

university ‘campus’ becomes an incubator ‘safe haven’ for the

testing and application of knowledge gained within, with dedicated

test beds designed for the appropriation and use of a continuous

flux of students, testing their ideas within a safe and supportive

environment.

This model aims to give students who are currently denizens created

by the capitalistic model, lacking job prospects and occupational

identity, the opportunity to reclaim control over their own future,

creating a more equal and sustainable environment, where they get

paid to do what they have studied for and have a positive social

impact on [Katowice].3

The last part of the model happens progressively as the ‘urban

university’ model begins to grow. Through the inclusivity of the

‘campus’ and the integration between different members of the

community, the model will allow for opportunities for the student

community will begin to have a positive impact on the local

community, forming personal connections and in turn enhancing the

rights of other denizens with the new opportunities provided by the 3 http://www.altgen.org.uk/about

MARGINALISED OTHERS

VOCATIONAL STUDIES

START OWN CO-OP

JOIN EXISTING NETWORK

UNIVERSITY

GRADUATE

By proposing an alternative model students are able

to create their own future using existing networks of

support. Other marginalised people are able to feed into

this educational system in order to knowledge share

and create opportunities.

AN OPEN SYSTEM

21

WHATWHY WHO HOW

university. (“precariat has an interest in enhancing the rights of other

denizens.” Standing, 2014).

The ‘campus’ can exercise a ‘good society’4 where more people

are actively involved in civil society and the denizens become

re-engaged in the citizenship of Katowice.

The interaction and exposure between different denizens of the

capitalist system, those with no occupational identity, those socially

excluded and those economically challenged, seeks to bring them

together as one community, supported under the framework of an

urban university.

The power of the university is held within its knowledge; by

opening up the current system and providing knowledge, support

and encouragement as part of the commons,5 the university then

becomes a democratic entity within the city, acting to better the lives

of its inhabitants and to better Katowice as a city and a region.

Strategic Implementations

Makerspaces

The proposed ‘makerspaces’ will allow students to test or ‘incubate’

democratic business models, within the safe haven of the university.

The only stipulation for the business models is that they are run

democratically, as cooperatives or not, and have a socially positive

impact on the local community and on Katowice.

4 The Precariat: The New Dangerous Class P.Preface to the first edition5 http://en.wikipedia.org/wiki/Commons

TEST BED COLLABORATIVE MODEL

FUNDING

LEGAL

MARKETING

IDEA

ENTERPRISE

EVENTS

SPACE

NETWORK

INSPIRATION

OPPO

RTUN

ITY

MEN

TORI

NG

UNIVERSITYTEST BEDS

22

WHATWHY WHO HOW

The space will be leased to the student, upon receipt of a business

proposal, effectively free of charge (funding outlined below), for

the duration of one year, for the student to test their business idea

with support from the university and a network of local industries,

businesses and NGO’s. These annual incubators will function as

fluctuating spaces of varying programmes over time.

Time frame:

The test beds will function as a one-year incubation period

for the development of cooperatives, start up businesses and

entrepreneurial ides. Once the year is up, a successful business

will be expected to move from the site to occupy another area of

the city.

The urban strategy has identified, through the vacancy atlas and

the commons toolkit, processes and avenues of help and direction

should a business require assistance to move on and establish

itself within the city or region.

Funding:

The makerspaces and makerlabs achieve funding through the capital

gained by the university owned student housing. The central idea

is to propose a system that encourages social entrepreneurs to by-

pass the current banking system by adapting the ‘crowdsourcing’

idea to finance start-up businesses. Central to this will be the

idea of sharing and exchanging skills and knowledge rather than

capital. Rooms within the proposed development are rented to the

University purchases vacant plots as per current master-plan

Space renovated for vocational study hubs, entrepreneurial test beds and accomodation

Entrepreneurs use the space to set up own co-op and test business model

Student starts up own co-op in entrepreneurial test bed and receives 30% back to fund business

23

WHATWHY WHO HOW

students, for the duration of their postgraduate degrees and PhD’s.

At the end of the students study period, if the student has an idea

or business they wish to pursue, then a subsidy can be gained from

the university on one of the makerspaces.

This subsidy amounts to 30% of the money the student paid in rent

to the university per annum, leaving the remaining 70% available

for the university to fund facilities in the makerlabs, the communal

facilities, and the maintenance of the makerspaces and student

accommodation, with a 10% contingency fund for the makerspaces,

to provide additional support through unforeseen circumstances.

The masterplan allows for the development of approx. 800

students rooms and 80 makerspaces. Students are encouraged

through introduction of vocational studies, to collaborate within the

makerspaces to test ideas, with the additional incentive of the 30%

subsidy applying to each individual student, rather than an individual

makerspace as its own entity.

Therefore, more collaboration results in a more substantial subsidy

per cooperative and business. The students who do not enter into

the makerspaces are also supported to join the existing network

of socially supportive businesses, as highlighted in the network

mappings. The 30% subsidy in this case would be reinvested into

the model for future support of people and spaces.

The subsidy will also apply to other entrepreneurs that wish to test

an idea, but may not have lived within the student accommodation.

This includes students who stay in other accommodation, university

owned or not, as well as the local residents. These makerspaces

aim to supply opportunities to the denizens of Katowice, who need

First and second floor levels used as mixed residential use

Student pays university foe accom-modation with 30%being invested into a student co-op fund

University

Investmentfund

30%

Rent

When the business has developed and is ready to expand, co-ops use the tool-kit to move on

Co-ops planted in the city using existing networks and vacant plots

Uni incubator

24

WHATWHY WHO HOW Makerspace Typologies

25

WHATWHY WHO HOW

26

WHATWHY WHO HOW Standard Makerspace Typology

4 x start up units with communalfacilities

27

WHATWHY WHO HOW

FUNDING MODEL

RENT

UNIVERSITY

GRADUATES

MAKER LAB

STUDENT ACCOMODATION

(800 UNITS)

$

30%

RESEARCH & DEVELOPMENT

INVESTORS

BUSINESSES

TEST BED INCUBATOR

JOB CREATION &NEW BUSINESSES

CITY

$

PRODUCT

$TEST BED

FUND

80 UNITS

60%40%

70%

FIN

ANC

HIA

L R

ETU

RN

FIN

ANC

HIA

L IN

PUT

COMMUNITYNETWORKS

MEN

TOR

ING

KNO

WLE

DG

EM

ON

EY

Funding Model for Makerspaces

28

WHATWHY WHO HOW

support and encouragement in realising their worth and potential.

Funding for users not living in the provided accommodation will be

allocated from the unused subsidies of those students who are, and

the 10% contingency fund described above.

As previously discussed, this model works with resources currently

available to the university, both economic and physical, using

existing properties on the land planned to be purchased, and the

exchange of money rather than a reliance on additional money

to fund the idea. The exchange of money between the users of

the model and the university itself is retained within this system,

enabling freedom from the capitalist economic market.

The progression of this model could be further enhanced through

increased involvement and investment of the university, in providing

support, funding and the physical availability of makerspaces. We

have already suggested the use of the old faculty departments as

a micro replica of this model, but as this model begins to grow and

the incubation area of the university becomes saturated, room for

expansion is possible and encouraged, especially to the north of the

site where again there is much vacant land between the campus

and the ‘cultural district’.

Makerlabs

Following the existing nature of the site, many single story, light

industrial units fill the internal courtyards of the surrounding

housing. Continuing this typology, we are proposing to further

expand and enhance this light industrial culture by providing a

29

WHATWHY WHO HOW

series of ‘makerlabs’. These labs will provide small-scale workshops

equipped with a variety of machinery, from a woodworks, metalworks

and open-program workshops, to a computer suite equipped with

printing equipment.

Available as a common resource for the general community,

these maker labs will provide new businesses and cooperatives,

the facilities to both appropriate their space and to manufacture

products. Existing businesses and industries local to the area are

also able to use the facilities, at a basic fee to cover running and

maintenance costs of the labs.

WIth the potential to empower individuals into creating their own

products and spaces, the makerlabs also work along side the ‘de-

voider toolkit’, offering CNC’s, laser cutters and 3D printers to cut,

and assemble the various installations. This support, makes the de-

voider toolkit more accessible to those who would otherwise not

have access to equipment, workshop space and skill training.

Re-Maker Faculty

The consolidation of departments leaves two large vacant buildings

around 5 minutes walk from the main campus. As highlighted in our

vacancy atlas, these spaces hold value due to their context, their

accessibility and their building condition. We have also discussed

the potential of this site to re-integrate the university with the city, as

a micro scale of the university campus.

30

WHATWHY WHO HOW

Along with student accommodation and makerspaces, these

buildings will be primarily used as ‘re-maker faculties’ which focus

on the transferring of skills and re-training of those unemployed and

in insecure jobs.

Using an open-program, the faculty can adapt to accommodate

current unemployment trends, catching people before they become

financially insecure, and re-integrating them into the system. This

faculty will be integral to the future re-employment of Poland’s

coal miners. Businesses and industries are able to use the open-

program space to re-train and re-skill people into their line of work,

whilst supporting the program with a small fee for the use of the

faculty.

The position of the biotech faculty has been reconsidered from the

original masterplan. Instead of moving the faculty to a new site,

leaving the old building left vacant, we suggest upgrading the

existing facilities and adding two new hubs. These hubs bridge

the river to emphasise their involvement in the filtration of the river

water. The cleaning of the river also enables free drinking water to

be supplied to the site.

Considering the individualistic nature of study within the philology

department, an integrated approach has been adopted to the layout

of their faculty. Dispersed amongst the makerspaces, the makerlabs

and the student accommodation, we aim to encourage potential

connections and synergies between different users of the university.

Other Faculty Buildings

The masterplan will also include the faculties that the university

wish to consolidate within the campus. Our masterplan aims to

integrate the faculties within the urban and social fabric of the city

responding to local and student needs concurrently. A response and

contradiction to the monolithic ‘jewel’ faculty buildings located within

the existing campus.

Philology

The Philology department will split across the new campus with

open access and public amenities at ground floor level.

Bio tech

The bio tech department will be located at either end of the rawa

on the campus, utilising this position to filter the water of the rawa,

dredging it of sewerage.

31

WHATWHY WHO HOW

1. Law Faculty2. Library3. Social Science4. Rectorate5. Maths & Physics Faculty6. Inter Faculty (Maths/Physics/ Natural Sciences)

7. School of Management8. TV/Media Building9. Philology Faculty10. Theology Faculty11. Biotech 12. Sports Village13. CHP Plant

14. Makerlab15. Makerspace16. Makerspace/Makerlab Faculty17. Remaker Faculty18. Social Outreach Centre19. Socail Hub20. Allotments21. Student Accommodation

32

WHATWHY WHO HOW

Tactical Responses

Synergies

The masterplan creates numerous opportunities for synergies, both

networks and spatially.

UNIVERSITY

OPPORTUNITIES FOR GRADUATES

COMMERCIALISING RESEARCH &

DEVELOPMENT

INVESTORS

INNOVATION & ENTREPRENEURSHIP

BUSINESSES

TEST BED INCUBATOR

JOB CREATION &NEW BUSINESSES

CITY AUTHORITIES

$PRODUCT

$TEST BED SYNERGIES

33

WHATWHY WHO HOW

ADDICTSH OMELESS STUDENTS UNEMPLOYED INSECUREC OMMUNITY

HEL

P

ACC

OM

OD

ATIO

N

ACC

OM

OD

ATIO

N

TEST

BED

S

ACTO

RS

TOOL KIT

CHP

BIOTEC

SOCIALOUTREACH

MAKER FACILITY& SPACE LABS

RE-MAKER FACILITY SOCIAL INTERVENSIONS

ALLOTMENTSCAFESTHEATERCINEMABAR

VENDORS

INST

ITU

TIO

NS

CITY NGOs UNI / EDUCATION BUSINESS / INDUSTRY

SPATIAL SYNIGIES

34

WHATWHY WHO HOW

CCHP

HEAT

LOSSES

POWER POWERDEMAND

160

100

4065

BOILER

POWERSTATION

POWERDEMAND

160

165

100

HEAT

LOSSES

POWER

LOSSES

CCHP CONVENTIONAL

Synergiy Scenarios

CHP - TRI-GENERATION

Tri-generation or combined cooling, heat and power (CCHP) is the

generation of electricity, thermal energy and cooling from a single

fuel source.

With most electrical generation techniques large amounts of energy

are treated as superfluous ‘waste heat’ such as the heat released

from thermal power plants through cooling towers or flue gas. In

co-generation, and tri-generation the low temperature waste heat

given off by the electricity generating steam or gas turbines is used

for space or water heating.

A single tri-generation plant can supply electricity, heating and

cooling to more than one site and can be used for entire districts

serving both commercial and domestic needs. The tri-generation

plant connects to the local distribution network and generates

electricity for the district. Any excess is exported back to the

grid. Benefits include reduction in greenhouse gas emissions and

increased efficiencies in fuel and energy distribution. A 400kW

cogeneration or tri-generation system would provide:

400kW of electrical output (Enough to power 160 homes).

230kW of hot water suitable for space heating.

290kW of chilled water suitable for space cooling.

35

WHATWHY WHO HOW

CPH Plant at Liverpool University UK by Levitt Bernstein Architects

2012

The new centralised heating system for the university replaced

several remote boiler houses on the campus. The energy centre

comprises of a gas powered combined heat and power unit and

associated combination boiler alongside two conventional boilers.

The center provides electricity, primary high-temperature heat and

also re-uses the lower grade waste heat.

36

WHATWHY WHO HOW

CHP Diagram for masterplan

TYPICAL BUILDING BASEMENT

GENERATOR

TOP UP &BACK UP

BOILER PLANT

WITHIN BUILDINGTHERMAL

RETICULATION NETWORK

DOMESTICHOT WATER

CHILLED WATER

HOT WATER

HOT WATER FLOW

HOT WATER RETURN

ENERGY CENTER

HEAT USEDFOR SPACE

HEATING

SPACE HEATINGHEAT

EXCHANGER(& BOILER)

HEAT USEDIN ABSORPTION

CHILLER FORSPACE COOLING

ABSORPTIONCHILLER

(& ELECTRICCHILLER)

HEAT USED FOR DOMESTIC

HOT WATER

DOMESTICHOT WATER

HEATEXCHANGER(& BOILER)

ENERGYTRANSFER

STATION

HEAT

EXCHANGER

HEAT

EXCHANGERHEAT

EXCHANGER

ETS & THERMAL

PLANT

ETS & THERMAL

PLANTBASEMENT BASEMENT

37

WHATWHY WHO HOW

community member

gains services

gives experience

student

gains grants / funding

gives knowledge / rent /

servies

unemployed

gains knowledge / skills /

practical skills

gives labour

38

WHATWHY WHO HOW

unemployed

gains shelter / food /

exposure

gives labour

postgrad

gains grant / funding /

accomodation

gives knowledge / rent /

services

39

WHATWHY WHO HOW

unemployed

gains knowledge / skills /

practical skills

gives labour

student

gains grants / funding

gives knowledge / rent /

servies

future unemployed

gains knowledge / skills /

practical skills

gives experience

40

WHATWHY WHO HOW

Pop-up culture

Exyzt is a collective of different skilled people, forming a network of

like-minded people interested in social responsive projects. They

not only design their own projects, but also erect them as temporary

social structures in empty sites and buildings around the city. These

spaces are temporarily acquired and filled with simple structures

that incorporate and create links with the local inhabitants.

Using the temporary nature to ensure no space is completely

appropriated by one dominant user group, their installations range

from urban beaches, theatre spaces and communal kitchens. Our

strategy similarly seeks to use these vacant spaces throughout the

city, to hold temporary socially responsive installations, from soup

kitchens, markets and bars, to art galleries, open-air cinemas, and

satellite concerts.

Exyzt works with scaffolding as a primary construction tool

[nondescript architecture], enabling the temporary structures to be

easily assembled and disassembled, added to and modified into

another form. Our de-voider toolkit builds upon this, using modular,

recycled components which can be cut on site and easily erected,

allowing those who do not hold the necessary skills to build complex

structures the ability to access and use the toolkit.

41

WHATWHY WHO HOW

Phasing strategy

The proposed masterplan seeks to embody the ethics behind an

urban university, by testing the idea of integration, democracy,

and inclusivity through the use of shared infrastructure and shared

facilities, in the hope of creating a campus of the commons. By

creating synergies between different facilities and functions, the

university can begin to serve more than just the students, providing

support and opportunities for the other denizens of Katowice.

The area chosen for the masterplan employs strategic and tactical

design moves which work across different timescales. The first

iteration works with the immediate resources available to the

university, both economic and physical. With roughly 300,000zł to

spend on their expansion, an initial site for expansion has already

been delineated.

This expands the existing ‘campus’ across the river, encompassing

many existing residential buildings, most of which are dilapidated

and vacant. Embodying the same ethical response to vacant spaces

within the city, we have chosen to amend the currently proposed

masterplan to retain and reuse these existing buildings rather than

to build over them. These buildings satisfy the requirement for new

student accommodation, whilst retaining integration with existing

residents who do not want to be re-housed elsewhere.

These buildings can also offer a percentage of socially affordable

rental apartments, makerspaces for vocational work and start-

up businesses, and communal facilities. The basements hold

opportunities for further uses such as music practice rooms,

nightclubs and even micro-breweries.

The second iteration shows the development of the masterplan

over a space of 5 years. In this time the vacant makerspaces begin

to fill with cooperatives, start-up businesses, vocational work and

entrepreneurial activity. Offered on an annual basis helps maintain a

continuous flux of people and ideas, seeking to keep the incubation

area alive with innovation and social activity.

The re-integration of the university within the city becomes more

evident after a few years, with established cooperatives and

businesses starting to occupy vacant land and buildings as

highlighted in the vacancy atlas. The de-voider toolkit also enables

temporary installations to occur throughout the campus and city.

We envisage this pop up culture giving way to exhibitions, open-air

cinemas, farmers markets using fresh food from the allotments and

open music concerts on the green opposite the new theatre.

42

WHATWHY WHO HOW

masterplan phase 1

43

WHATWHY WHO HOWmasterplan phase 2

44

WHATWHY WHO HOW

masterplan phase 3

SUM

MA

RYMARGINALISED OTHERS

VOCATIONAL STUDIES

START OWN CO-OP

JOIN EXISTING NETWORK

UNIVERSITY

GRADUATE

Encouraging entereprenuership

By proposing an alternative model students are able to create their own future using existing networks of support. Other marginalised people are able to feed into this educational system in order to knowledge share and create opportunities.

TEST BED COLLABORATIVE MODEL

FUNDING

LEGAL

MARKETING

IDEA

ENTERPRISE

EVENTS

SPACE

NETWORK

INSPIRATION

OPPO

RTUN

ITY

MEN

TORI

NG

UNIVERSITYTEST BEDS

Collaboration not competition

The power of the university is held within its knowledge; by opening up the current system and providing knowledge, support and encouragement as part of the commons,

the university then becomes a democratic entity within the city, acting to better the lives of its inhabitants and to better Katowice as a city and a region.

UNIVERSITY

OPPORTUNITIES FOR GRADUATES

COMMERCIALISING RESEARCH &

DEVELOPMENT

INVESTORS

INNOVATION & ENTREPRENEURSHIP

BUSINESSES

TEST BED INCUBATOR

JOB CREATION &NEW BUSINESSES

CITY

AUTHORITIES

$PRODUCT

$TEST BED SYNERGIES

ADDICTSH OMELESS STUDENTS UNEMPLOYED INSECUREC OMMUNITY

HELP

ACCO

MO

DATI

ON

ACCO

MO

DATI

ON

TEST

BED

S

ACTO

RS

TOOL KIT

CHP

BIOTEC

SOCIALOUTREACH

MAKER FACILITY& SPACE LABS

RE-MAKER FACILITY SOCIAL

INTERVENSIONS

ALLOTMENTSCAFESTHEATERCINEMABAR

VENDORS

INST

ITUT

IONS

CITY NGOs UNI / EDUCATION BUSINESS / INDUSTRY

SPATIAL SYNIGIES

Synergies...

46

WHATWHY WHO HOW

5 year vision...

47

WHATWHY WHO HOW

how will it be donem.arch stage II

Elise Wilkes-Brand Matthew OxleyBen Huggins Jason Skelton

WHATWHY WHO HOW

University of Silesia[PROTO]ETHICAL

WHOIS INVOLVED

who is involvedm.arch stage II

Elise Wilkes-Brand Matthew Oxley

Ben Huggins Jason Skelton

WHATWHY WHO HOW

WHO

CO

NTEN

TS

IS INVOLVED

networks

the advocates

plymouth advocatespolish advocates

the protagonists

studentspostgrad

homelesseconomically insecure

socially insecureunemployed

ngo’s

the antagonists

universitycapitalism

citycorporate industry

local business

44568

10121315161819212223242626272829293131

4

WHATWHY WHO HOW

Urban Strategy Level

Networks

Networks of businesses, industries, educational faculties and

NGO’s, are mapped according to fields of interest, from economic,

entrepreneurial and industrial to social, cultural and charitable. These

networks seek to map existing and potential connections between

organisations and institutes, to enable people to find a supportive

network of like-minded people, to either collaborate with or support

their own ventures.

5

WHATWHY WHO HOW

6

WHATWHY WHO HOW

Education 1. Law Building (UOS)2. Library (UOS & UOE)3. Social Science (UOS)4. Rectorate (UOS)5. Maths & Physics (UOS)6. Inter Faculty (Maths/Physics/Natu ral Sciences) (UOS)7. School of management of labour protection in Katowice8. TV/Media Building9. Academy of Music10. Faculty of Biology and environ.prot.11. Faculty of Philology12. Faculty of Theology13. Hotel14. Arcade Student Club15. Bookstore16. Modern Information Centre17. University of Economics18. Rectorate19. Technology department of material science & metallurgy20. School of Management21. Medical university22. Military School

23. Academy of Physical EducationIndustry1. Huta Ferrum2. –3. –4. Ferrum S.A5. Waste Utilisation Plant6. Sutco – Polska SP7. Metso8. Elektobudowa9. Energoapartura10. Moto (Garage)11. 4 Energy S.A12. Bipromat S.A13. Haldex S.A14. Tauron Group15. GK Kopex S.A16. GK Farmacol S.A17. Meblowe Agata S.A

NGO’s1. Association of friends of the univer sity of Silesia2. Foundation for student government3. Association for regional co-opera tion4. Institute of economic and social sciences5. Bona – Fides6. The Vocational education centre7. Social activity centre8. Silesian forum of social organisa tion KAFOS9. The European chamber of media tion and negation10. Independent student association of university of economics11. GIESCHE foundation12. Silesian marketing society13. The Association for the support of non-government organisations14. Business coaching Polska associa tion15. National Foundation tax advisors16. The polisia forum of European education17. Foundation for film & photography

3

4

5

6

7

10

11

12

13

21

22

1

2

4

56 7

8

9

10

11

12

14 15

16

13

7

WHATWHY WHO HOW

EDUCATIONAL

NGOs

INDUSTRIAL

1

2

5

8

9

14

15

16

17

18

1920

35

13

14

15

16

1

4

5

6

78

9

101112

17

8

WHATWHY WHO HOW

Plymouth AdvocatesMatt Oxley

Skill set:

BA hons Architecture, Currently MArch, Olive expert.

Personal values:

People before buildings

‘Architects are such a dull lot, there are so convinced that they

matter.’

Jason Skelton

Skill set:

BA hons Architecture & Planning UWE, Currently MArch Plymouth,

Former architectural assistant at Mark Waghorn Architects, Currently

a freelance architectural consultant.

Personal Values:

Setting up own businesses, advocacy toolkits for society through

architecture, co-op integration as opposed to competition.

‘I am interested in discovering new networks and opportunities in

relation to promoting a new generation of social entrepreneurs’.

9

WHATWHY WHO HOW

plymouth advocates

Elise Wilkes-Brand

Skill set:

BA Hons Architecture, currently MArch, Part 1 assistant at HLM,

part time tutor to foundation architecture plymouth uni.

Personal values:

Revitalising forgotten, dead spaces of the city, realising value and

expression urban sub-cultures, personal appropriation of space,

education and environment.

‘I hope to bring my interests of urban dead spaces and the natural

street culture which appropriates these spaces into a scheme which

considers the post industrial urban grain of Katowice’.

Ben Huggins

Skill set:

BA Hons Architecture, currently MArch, Film maker, Pet detective.

Personal values:

Architecture of inclusion, using the past to inform the present,

innovation through exploration at scale 1:1, problem solving design.

‘As lond as there is a drink involved, I am pretty much up for

anything.’

10

WHATWHY WHO HOW

Polish Advocates [The Strategists]Lukasz Moll

Skill set:

BA Political Science, MA Political Science, MA Socialogy

Current PhD Candidate in Philosophy

Personal Values:

University as commons, inclusion, green re-industrialisation,

transport, risk of gentrification, risk of over-accumulation of fixed

capital.

‘I think of myself as an engaged theorist, participating in emancipatory

social change. I work with the uni without isolating myself from

society, social struggles and conflicts. There is no impartial position

that you can take to be free from politics. What you do is always

political.’

Marta Polap

Skill set:

BA English, Currently MA Inter-faculty studies in humanities.

Personal Values:

Urban and industrial exploration, forgotten parts of Silesia,derelict

buildings and old monuents, Silesian folklore and history, local art,

promoting social and cultural projects.

‘I see myself conducting social research to see how architectural

ideas could shape the environment and what these ideas mean to

students.’

11

WHATWHY WHO HOW

Polish Advocates

Adam Folek

Skill set:

BA Philosophy, Currently MA Inter-faculty Studies (Law and

Philosophy), Member of Klub Jagielonski (centre-right political think

tank).

Personal Values:

Experience with public consultations, involvement in a project of a

participartory budget in Gilwice.

‘I am open to challenging the idea of an open/friendly university not

as a slogan, but as a real social practice.’

Lukasz Milenkowicz

Skill set:

BA in Literature Theory, Currently MA Interfaculties in Humanities.

Personal Values:

Post romantic literature, philosophy - utopian discourse, social

dimension of education.

‘I’m interested in the social dimension of the university expansion.’

12

WHATWHY WHO HOW

Polish Advocates

Martyna Ludwig

Skill set:

BA Sociology (advertising and social communication)

Currently MA Inter-faculty studies in Humanities

Member of Silesia Uni sports club board

Personal Values:

Film, traveling, food, culture articles and reviews for local magazines,

retaining silesian tradition and culture.

‘I like cities that are not obvious, beautiful and breathtaking - like

those with post industrial areas, architecture from different centuries

located on one street. I want to learn how to think about creating

spaces that are totally new and to make the university a special

place for students and the region.’

Krzysztof Linda

Skill set:

BA Philosophy, BA Culture Studies, Currently MA - Inter-faculty

studies in humanities.

Personal Values:

Theoreitician, conceptualises architectural and urban practice,

founder and active member of a squatting collective ‘Wolne Tory’.

13

WHATWHY WHO HOW

Masterplan Level

The protagonists

The denizens of society are the protagonists [the main players] of

our masterplan.

As outlined before, denizens are:

[defined] as having ‘a limited range of rights to that of a citizen

who has all 5 rights, civil, cultural, social, economic and political.

It is common now to live within a citizenry but in fact belong to a

denizenry’.1

1 Standing G, 2014 The Precatiat: Denizens to Citizens

14

WHATWHY WHO HOW

Local Resident

The local resident can utilise the spaces provided by the university

as a means of opening the commons and integrating the city with

the university.

15

WHATWHY WHO HOW

Students

The students are soon to be victims of the graduate cycle. They play

a key part in our proposal, fostering links at a network level between

numerous actors, with the potential to be socially entrepreneurial.

16

WHATWHY WHO HOW

Postgraduate Students.

The postgraduate students are currently part of the graduate cycle

mentioned in previous booklets. They form our main area of focus

for our ethical university proposals and are the human output of the

university as an anchor.

17

WHATWHY WHO HOW

Homeless

The homeless in Katowice have fallen victim to the capitalist society

and are no longer part of the citizenry. The ethical university will

form synergies to address issues related to homelessnes in the

area, as opposed to moving the issue onwards.

18

WHATWHY WHO HOW

Future Unemployed [Economicaly Insecure]

The future un-employed [including the soon to be miners] will

have the opportunity to re-skill and re-appropriate space within the

masterplan.

19

WHATWHY WHO HOW

Unemployed [Socially Insecure]

The current un-employed can take advantage of vocational work

undertaken by the students to address their issues associated with

unemployment.

who is involvedm.arch stage II

Elise Wilkes-Brand Matthew OxleyBen Huggins Jason Skelton

WHATWHY WHO HOW

University of Silesia[PROTO]ETHICAL

SUMMARYsummary

m.arch stage IIElise Wilkes-Brand Matthew Oxley

Ben Huggins Jason Skelton

WHATWHY WHO HOW

University of Silesia[PROTO]ETHICAL

whatwhywhohow

46

CO

NTEN

TS

SUMMARY

4

WHAT ARE WE DOING?

ADVOCACY THEN ARCHITECTURE!

- We are seeing ourselves as advocates then architects.

- We are challenging the assumption that when

advocating there will intrinsically be ‘winners’

and ‘losers’ in every plan.

- Therefore,advocacywillbere-definedtoaddressboth

the assumed ‘winners’ and ‘losers’ of the plan.

- Referencing Interboro’s advocacy tools:

advocacy = cause + constituency + agenda

wehavedefinedacause-‘the denizenry’

wehavedefinedaconstituency-the university with the denizenry

we have added an agenda - we have a client that does not require an advocate, but within this framework we are advocating for those in need.

5

WHATWHY WHO HOW

THE UNIVERSITY AS AN ANCHOR

- The university is the common ground between the city

and the students.

- The university can provide an ‘anchor’ for both the

city and the students, with the students opening the

doors for the larger group of denizens in the

community.

THE [PROTO]ETHICAL [URBAN] UNIVERSITY

...an institution of higher learning that is socially involved and serves as a resource for educating the citizens and improving the health of the city or region in which it is located.

- The university will socially integrate itself with the

city through a supplementary agenda that will

address some of the issues experienced by the less

influentialconstituentswhoneedsupportfrom

the current system, but are in no position to gain it.

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THEORETICAL CONTEXT

THE GRADUATE CYCLE

- Graduates churned out into a competitive world for

limited, undermining opportunities.

- Leads to an endless cycle of studying for more

degrees to distinguish one’s self from the

competition.

[PROTO]ETHICAL

- The university has a moral obligation to ‘do the right

thing’ for its students (and the community as a whole).

- We will present a prototype of an ethical university

outlining a vision of how this can be achieved.

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

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WHATWHY WHO HOW

THE CITIZENRY AND DENIZENRY

- Denizens have a limited range of rights compared

to citizens. Students make up a considerable amount

the denizenry of Katowice.

- The project will address the denizenry as part of the

ethical integration of the university with the city.

UNIVERSITY

GRADUATE

COMPETITIONFOR JOBS

$

AN ETHICAL ALTERNATIVE?

‘CITIZENRY’

UNIVERSITY

UNEMPLOYED

STUDENTS

HOMELESS

ECONOMICALLYINSECURE

SOCIALLY EXCLUDED

$? ‘DENIZENRY’

EMPLOYED

ECONOMICALLYSECURE

$

SETTLED

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THE PUBLIC SPHERE

- The basic ideal belief in public sphere theory is that

the Governments [or university’s] laws [ideals and

policies [action] should be steered by the public

[student and community] sphere.

- The counter publics - the marginalised society.

THE COMMONS

- land or resources [the physical and networks]

belonging to or affecting the whole of a community.

- Online networks can replace capitalism - the global

collaborative commons.

- ‘Exchange value’ to ‘use value’ / Open access replacing ownership / Networking replacing autonomy

- Open source materials providing the tactical response

to capitalism

THE - VE COMMONS

- Not all commons produce a positive outcome

[pollution, waste materialsetc]. Perhaps we can utilise

these.

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WHATWHY WHO HOW

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THE URBAN UNIVERSITY

- ... an institution of higher learning that is socially

involved and serves as a resource for educating the

citizens and improving the health of the city or region

in which it is located.

UNIVERSITY AS A ‘ANCHOR’

- The institution has the ability to play a key ‘anchor’

role for the city and the community. The university can

provide a mechanism for stability within a period of

time that its main supporter [the students] are

perhaps at their most vulnerable.

- The students have the ability to be a mediator

between the city [the citizens] and other denizens.

A HYBRID ECONOMY

- [the new economic model]

‘Should not consider itself as ‘revolutionary’, should

avoid being ‘reformist’, must be ‘transformative’.

- It is also not to suggest a radical upheaval of the

norm, replacing it completely. This only opens up the

new system to becoming that of the old.

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WHATWHY WHO HOW

denizensstudents

university

citizens

societymargins

students citizensdenizens

students

denizensstudents

university

citizens

societymargins

current university boundary of ethical obligation

[proto]ethical [urban] university boundary of ethical obligation

.

.

which would itself eventually turn back into a capitalist style model...

Instead of replacing the existing capitalist system with a radical ‘bottom up’ approach...

instead we work alongside thecurrent system creating a ‘hybrid economy’ based on proto-ethics

A Hybrid Economy

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VACANT SPACE

- ... outside the city’s effective circuits and productive

structures.

- Holesinthecapitalistsystem,lackofefficiencyetc

produces vacant spaces in the urban landscape.

TERRAIN VAGUE

- the flows, the energies, the rhythms established by

the passing of time and the loss of limits

- [perhaps] indeterminacy is exactly what is needed for

a space to remain relevant over time

STRATEGIC & TACTICAL

- Strategic and tactical responses can play off of each

other within the strategy to allow for the brief to be

answered along with our adovacy agenda to be realised.

- Tactics are the place of the others [or the denizens]

- Tactics depend on time. A tactic is the art of the weak

(the denizen??)

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WHATWHY WHO HOW

URBAN PUNCTUATIONS - URBAN ACUPUNCTURE

- ... the placement of small-scale interventions in these

vacant spaces, aims to transform the larger urban

context via socially catalytic interventions in

the urban fabric of Katowice.

- the use of localised, community scale interventions

considers constrained budgets and limited resources

to offer cheap and democratic urban renewal projects.

CONTINUITY

- [vacant spaces] break the continuity in urban street

life and should be filled, even with temporary

structures, to help re-build this lost continuity.

- Withvacantspacesfilledwithnewenterprises,co-

operatives and socially supportive pop up facilities,

such as exhibitions, bars, markets and urban retreats,

the model is able to spread throughout the city, with

each site acting as a catalyst to help improve and

empower the localised area.

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WHATWHY WHO HOW