A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Yes, And We Have No Dentists
This essay reviews a situation at The Bartlett, University College London (UCL) and a counter‐revolution of professions and disciplines in which the early promise of a fertile dissolution of boundaries has been almost totally suppressed. When Richard Llewelyn Davies merged the UCL schools of architecture and planning and assorted research centres in 1970, adding scientists, engineers and social scientists to the mix, it was part of a project to weaken the inherited division of labour among built environment practitioners and foster innovations. It brought with it new freedoms and responsibilities for individual students to select and mix their topics of study. These changes met with some active resistance from staff, but primarily with inertia and passive aggression. The time‐honoured curricula of distinct professions were being replaced with nothing but a supermarket. In a highly effective bid to help students and staff deal constructively with these dissolving boundaries, Llewelyn Davies recruited the eminent group analytic psychotherapist Jane Abercrombie. Announcing this at a faculty board meeting, he observed that the school had no psychologists on its staff and was met with a sotto voce comment from Dr Bruno Schlaffenberg (planning officer of Camden and a visiting teacher): ‘Yes, and we have no dentists.’
Yes, And We Have No Dentists
This essay reviews a situation at The Bartlett, University College London (UCL) and a counter‐revolution of professions and disciplines in which the early promise of a fertile dissolution of boundaries has been almost totally suppressed. When Richard Llewelyn Davies merged the UCL schools of architecture and planning and assorted research centres in 1970, adding scientists, engineers and social scientists to the mix, it was part of a project to weaken the inherited division of labour among built environment practitioners and foster innovations. It brought with it new freedoms and responsibilities for individual students to select and mix their topics of study. These changes met with some active resistance from staff, but primarily with inertia and passive aggression. The time‐honoured curricula of distinct professions were being replaced with nothing but a supermarket. In a highly effective bid to help students and staff deal constructively with these dissolving boundaries, Llewelyn Davies recruited the eminent group analytic psychotherapist Jane Abercrombie. Announcing this at a faculty board meeting, he observed that the school had no psychologists on its staff and was met with a sotto voce comment from Dr Bruno Schlaffenberg (planning officer of Camden and a visiting teacher): ‘Yes, and we have no dentists.’
Yes, And We Have No Dentists
Borden, Iain (editor) / Fraser, Murray (editor) / Penner, Barbara (editor) / Edwards, Michael (author)
Forty Ways To Think About Architecture ; 193-196
2015-03-24
4 pages
Article/Chapter (Book)
Electronic Resource
English
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