Work details
Application Number 0001001865
Author Valls Guinovart, Oriol , Spain
Coauthors Gonzalez, Izaskun ,
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Work title: Pantocracy (0001001865)

Description:
WHO The Information Era provides us with instruments of transference of knowledge as effective that question the traditional conception of the University. The educative institution not only lost the exclusive rights on objective knowledge, under public domain in the Net, but also its teaching methods based on lessons have revealed useless in front of the prolific advent of the dispute. As new paradigms arise arguing that space no longer can draw people together, but knowledge can do it, the real meeting points for knowledge exchange in the 21st century will be a difference and an advantage compared to the distant knowledge simply acquired through the Net. While the intellectual or objective understanding of disciplines can be ubiquitous, the intersubjective human understanding and the pertinent knowledge can only be learned through real interaction with people. The Seven complex lessons in education for the future defined by the philosopher Edgar Morin (1999) are adopted as guidelines of the program: learning from error and illusion, pertinent knowledge, human condition, earth identity, uncertainties, understanding each other and anthropo-ethics cannot happen either alone or from the distance, but with empathy, identification and projection among people. The presence of subjects is the specific value, the basis of the real place. The architecture of “Pantocracy” spreads out as ergonomics intended to bring people close to each other in order to make the distributed cognition characteristic of the technological media happen in the real environment in a similar collective way. The new subject becomes aware of himself as a biographologist, multiidentity subject, provisional winner and difference bearer. This makes up his DNA. The subject is not an individual, nor a group, but a new entity emerged from the “individual-group” unidual equation. WHERE The decadence of Sant Ferran fortress (Figueres) appeals to a broad concept of ruin. Understood as the perdurable effect of an absent reason, the ruin exists in those human behaviors that obey to historical dynamics of control and domination despite of being prolongated until the present. This sociological issue of the ruin, less apparent than the gradual material destruction, has more influence on the sociability of people. The ruin and the routine that are present in the circular movements, in the panoramic observation and in the unidimensional transmission of knowledge act as determinisms. The circular movements are ruins of ballistics influence areas. The panoramic vision, an idealized representation of the nature and a tool of military domination, standardizes the look. The ruin is also the knowledge based on lesson instead of disputes, focused on objective matters instead of intersubjective issues, and organized with separations instead of interdependencies between the parts and the whole. HOW The new subject rebelled in numerous cities against the depoliticization of the politics. Their protests putted his distrust towards allegedly democratic regimes (actually bancocracies) on a level with the discredit and injustice inspired by the dictatorial regimes. The altruistic economic contributions to the diffusion, hygiene and maintenance of the 2011 movements of indignation demonstrates that the funding of an utopian settlement based on empowerment by means of the intersubjective human understanding would be possible. WHAT In front of the merely visual doctrine of conception and production of spaces, the doctrine of somatism, direct communication (without visual primacies) of our body with the world of things. Through the perverse, immoral, establishment of perimeters of invisibility, the diversifying effect of the imponderable nature of the learning as a dispute is transferred to the perception of the physical environment. The typification of ocular dysfunctions derived from the visual interference of the topography makes possible the differentiation of spaces and their functional volubility. The juxtaposition of several levels of deepness without continuity incapacitates to the recognition of the visible borders. By using the terminology of the diagnosis of the ocular dysfunctions, the perimeters of invisibility translate in different perceptive situations the grade of presence of each level of deepness. The recognition of lacunas triggers the balkanization of the unidimensional and categorical vision of the Panorama into the kaleidoscope vision of the reality. To differentiate spaces without spoiling the spatial fluidity with a massive compartmentalization is simultaneously competence of the light and the topography. SYNTHESIS A new typology, the inclisite, is adopted. The suggestion of a unique continuous inclined space instead of the no man’s land proverbial among disciplines provides an alternative to the rigid departmental structure and enhances collective interaction. The gradient of the slope is the parameter that manages the distribution of activities throughout the space according to the capacity of every incline to assemble or disperse people. The consequent increase of opportunities of interaction involves the rediscovery of our capability of initiative. The limits between the empowerment of our own learning, no more conceived as a memorization but as a collective experience, and the empowerment of society as a whole are diffuse.