Julien Lafontaine Carboni

École Polytechnique Fédérale de Lausanne | EPFL · Institute of Architecture

How can one construct spatial histories and architectural theories from gestures, words and voices, bodies and minor threads? This research delves into oral and embodied architectural and spatial knowledge as modes of producing buildings, spaces and spatialities. This knowledge is transmitted body-to-body through the temporalities of performance, i...

What happens if architectural knowledge is not mediated through drawing or does not produce any type of record? How can an architectural archive exist and make sense in a context where the circulation of knowledge and the emergence of spatialities leave no physical traces? This essay offers insights into the traces left by undrawn spatialities and...

La dicotomía nómada/sedentario es cuestionada aquí como una construcción occidental. Su deconstrucción es necesaria cuando las poblaciones nómadas se convierten en refugiadas por razones climáticas, políticas o económicas. Es el caso del exilio saharaui en Argelia tras la invasión de Marruecos de su territorio en 1975, y la ocupación del Sahara occ...

fte nomadic/sedentary polarities are today questioned as Western constructions. Its deconstruction is necessary in contexts where nomadic populations become refugees for climatic, political and/or economic reasons. ftis is the case with Sahrawis’ exile in Algeria after Maroq was invaded in 1975 and Western Sahara was occupied until the present day....

In this paper, we will argue that the spatio-temporal structure of the pedagogical set-up and the elaboration of an evolutionary support for operations of cognition and imagination are powerful in transforming learning cultures. We develop this argument in proposing a translation of the Scaffolded Mind theory into architecture education. In the fra...

Architecture is inherently political, not because it applies a particular ideological program, but because these two fields share a common ontological ground. The same potential of bodies establishing our being together in a political community allows us to situate ourselves and compose complex forms of spatiality. Consequently, the way we operate...

Conceived around the concept of protostructure, HOUSE 1 deploys a strategy to answer a daring but simple question: How could we design a house between almost 300 people? The unique pedagogical framework of ALICE, first year Architectural Design course, proposes the integration of a series of full scale physical wooden constructs, enacting collabora...

Hunches allow us to navigate in a trans-scalar world. Without them, teachers, researchers and practitioners would be left aimless.Hunches relate to the embodied and synthetic nature of the knowledge we produce, but also to its unfolding. Instead of denying importance of hunches or minimizing their impact, can we imagine to build a more apt framewor...

Nov. Brussels + 'BEING WITH' PEDAGOGY 24 Nov. Brussels Organized by ALICE, EPFL-CH With the collaboration of METROLAB (ULB-UCL)-BE FA, KU LEUVEN-BE PB, BK, TU DELFT-NL ATTP, TU WIEN-AT Hosted by CIVA / KANAL-CENTRE POMPIDOU Two events organized in synergy, providing the chance to link an academic event with a day of lectures and discussion open to...

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