Dragonfly: An Ecological Approach to Digital Architectural Design
Published in ACADIA 2011: Integration Through Computation, ed. by J.M. Taron, V. Parlac, B. Kolarevic and J.S. Johnson, pp.178-186. Stroughton, WI: The Printing House, 2011.
(Co-authored with Daniel Hambleton)
In his keynote address delivered to The American Society for Esthetics in 1976, James J. Gibson wrote, “Architecture... more
In his keynote address delivered to The American Society for Esthetics in 1976, James J. Gibson wrote, “Architecture and design do not have a satisfactory theoretical basis.” He then asked, “Can an ecological approach to the psychology of perception and behavior provide it?” (1976, p. 413) We believe that it can, at least in part. In this paper, we expand upon Gibson’s insights into the nature of perceptual experience by applying the concept of “affordances” to the design of architectural objects in general, and to the domain of digital architectural design in particular. On our account, the affordance-concept supplies a useful theoretical basis for conceptualizing the relationship between environments and occupants with respect to the form and behavioral meaning of geometrically constructed layouts.
Donald Norman (1988) first introduced affordances to interaction design theorists, as a conceptual tool for predicting how agents will interact with a given product. The extensive body of literature that has since emerged, from human-computer-interaction studies (Ackerman, 1996; Conn, 1995; Moran, 1997; Norman, 1999) to architectural theory and practice (Koutamanis, 2006; Maier and Fadel, 2009), has followed Norman’s lead in defining affordances, somewhat amorphously, as whichever action-related properties of objects are sufficient to elicit the intended forms of behavioral interaction between the agent and object. However, while this is correct, it is only half the story. It leaves unexplained how human perceivers detect and “pair down” on the potentially vast range of possible affordances (at a given time), to select the ones that will be relevant to the coordination and guidance of the targeted actions. Call this the “selectivity problem,” a proper treatment of which is missing from the literature. This is no small matter. If the theory of affordances is to be useful to architects and designers, if it is to have explanatory and predictive power over how perceivers will interact with their surroundings, then some account of the cognitive procedure by which affordances are selected for the deployment of specific behaviors is necessary. Otherwise, it is unclear what the theory hopes to predict or explain.
To this end, we maintain that the couching of affordances in a framework of human intentionality is not only consistent with Gibson’s theoretical views (i.e., the action-oriented definition of the concept of affordances not only suggests an intentional perspective), indeed, such a perspective is necessary if we are to succeed in implementing the affordance-concept into an architectural design context in a way that addresses the selectivity problem. This is one of the goals of “Dragonfly,” a first attempt at implementing the affordance-based control of perceptually guided-action into a digital design simulation. Dragonfly enables human interaction with geometry by encoding the basic principles of ecological psychology (including a rudimentary form of intentionality) into an interactive CAD environment. New vistas for future research and interdisciplinary approaches to design are then discussed, with a special emphasis on their applicability to architecture.
Interdisziplinarität als Praxis: Eine Fallgeschichte.
In: Sociologus. Zeitschrift für empirische Ethnosoziologie und Ethnopsychologie / Journal for Empirical Social Anthropology, Vol 1/2006, pp 69-83 - Draft only -
Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2
The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.
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Seen by: and 16 moreUnravelling knowledge practices: the assistances and resistances of ANT
Co-authored with Terrie Lynn Thompson, University of Alberta, Canada
As work and workplaces become increasingly distributed, professional knowing practices are more complex and now... more
As work and workplaces become increasingly distributed, professional knowing practices are more complex and now reflect an interconnected array of people, ideas, technologies, and other objects. Indeed, sociomaterial sensibilities suggest that it takes both human and nonhuman actors to enact any practice. Actor Network Theory (ANT) is part of the contemporary turn to the relational and material and is well suited to studying hybrid and fluid practices, including connectivity between diverse network elements and the effects generated by such connections.
Yet, not only are approaches to studying these gatherings and heterogeneous processes not well developed, the researcher’s toils in this respect are not often evident in ANT accounts. Having engaged with ANT in our own research, we have learned that it is often challenging to actually apply these approaches to one’s own research questions, methodology, and data. This paper focuses on how we drew on ANT to examine knowing practices of professionals in different work settings and how ANT assisted and resisted our efforts in doing this. We explore more nuanced approaches for the popular ANT edict to “follow the actors” and the importance of attending to multiple and contradictory realities enacted in knowing practices.
We draw on two empirical studies to inform our discussion. Thompson’s research examines how the everyday online work-related learning and knowing practices of the contingent workforce (i.e., self-employed workers) are changing as web and mobile technologies become integrated into globally distributed work-learning spaces. Web-enabled and mobile knowledge spaces are diverse, diffuse, often quite messy, and end up evoking questions of inclusion. Using several ANT-influenced heuristics in an effort to “interview” objects, Thompson examined practices in which human entanglements with objects, such as the posting, the delete button and one’s digital footprint work to shape the learning practices enacted in online spaces. ANT was also used to question the politics of such assemblages. Rimpiläinen carried out a longitudinal, ethnographic case-study, following the unfolding processes of educational research and technology development in an interdisciplinary higher education project called Ensemble, which studied case-based learning in order to develop semantic technologies to support that learning. By drawing on ANT as theoretical practice, approaching the topic through critical ethnographic participation, and using multiple methods for data generation and accumulation, Rimpiläinen opened up to scrutiny the practices, the doing of research and technology development, and was able to trace the emergence of a piece of educational technology through the multiple, at times competing and conflicting, knowledge practices enacted in the project.
Deciding to engage with ANT propels the researcher down a path, influencing the questions asked, the way researchers explore phenomena, what is attended to, how one understands and thinks with their data, and how it might be represented. By exploring the philosophical and practical tensions generated in ANT-influenced research, we hope to create an opportunity for conference participants to interrupt their own knowledge practices as researchers and educators.
Petkovska, S. "Creative solutions for creativity positioning in higher education in Serbia" (2008)
poster, presented on the conference New Challenges and emerging Roles for Human and Social development, (Barcelona, Spain, Global University Network for Innovation, 31 March – 2 April 2008).
Àrees temàtiques de la UPC::Desenvolupament humà i sostenible, Àrees temàtiques de la UPC::Ensenyament i... more Àrees temàtiques de la UPC::Desenvolupament humà i sostenible, Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari, Àrees temàtiques de la UPC::Desenvolupament humà i sostenible::Globalització, Àrees temàtiques de la UPC::Recursos generals::Filosofia, Education, Higher, Ensenyament universitari, Globalització -- Aspectes ètics i morals, Desenvolupament humà
Bryher, Havelock Ellis and the Adventure of Sex
by Jana Funke
Communal Modernisms. Ed. Emily Hinnov. (forthcoming with Palgrave, 2013)
Examining US college students' attitudes towards science: Learning from non-science majors
Cook, M. and Mulvihill, T. (2008). Examining students’ attitudes toward science and scientific literacy in a non-science major, interdisciplinary course. Educational Research and Reviews (ERR), 2(11), pp. 38 – 47.
What symbols
This article contains 12 questions about the symbols. What are your thoughts in response? This article contains 12 questions about the symbols. What are your thoughts in response?
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Seen by: and 40 moreChange Your World(view): A Setting for Interdisciplinary Research and Action
by Martin Bunch
Handy, Femida and Martin J. Bunch (2009) Change Your World(view): A Setting for Interdisciplinary Research and Action in F. Handy and M.J. Bunch (eds.) Sense and Sustainability: Interdisciplinary Research in Environmental Studies. York University Books: Toronto, Canada. Pp 1-4.
Excerpt from the introduction by Handy and Bunch:
"Effective integration of knowledge requires a... more
Excerpt from the introduction by Handy and Bunch:
"Effective integration of knowledge requires a certain fluency in multiple academic disciplines, and an ability to bridge them. Beyond this, relevant application of knowledge to real world problems and issues requires the ability to reach beyond the purely academic realm to mobilize and engage with communities, governmental actors, non-governmental organizations and others. Frodeman and Mitcham (2007) point out that environmental studies is one of only very few fields that are at once; sensitive to questions of knowledge, values and their implications for society; that bridge the sciences and humanities; and that involve the general public in an interdisciplinary approach to developing an understanding of societal issues and problems. This approach, that Frodeman and Mitcham refer to as “critical interdisciplinarity,” builds deep pertinent knowledge about issues and problems (beyond purely disciplinary knowledge) by,
"…[seeking] to take the effort involved in mastering or going deep in any one discipline and spread it over a number of disciplines, going just as deep in a discipline as is necessary or appropriate to grasp the essentials."
They continue by stating that,
"Interdisciplinarity must be given a scope as wide knowledge itself, spanning the entire space from the natural sciences to the humanities. Although its breadth will, of course, include the social sciences, the insistent focus needs to be on the fundamentally humanistic question of what counts as pertinent knowledge. Knowledge for what? We need not merely to describe the role of values within science and society – the role of the social sciences – but also to assess these values, working with society as it struggles to address questions of social and environmental justice, human freedom and responsibility, and the proper roles of the public and private sectors" (p. 513).
This is the sense of interdisciplinarity (encompassing a broad range of cross- trans- and inter-disciplinary definitions) that pervades the Faculty of Environmental Studies at York University. With this in mind, the Faculty of Environmental Studies at York (FES) has since its inception in 1968, mandated that students and faculty pursue an interdisciplinary approach to their studies so as to be able to express their academic creativity and discover new ways of synthesizing information. This reflects an understanding that many of the problems of our time, both local and global – from fighting global epidemics to preparing for natural disasters, from mediating forced human migrations to resolving ethno-political conflict, from revitalizing cities to revolutionizing women’s roles – cannot be comprehended or solved by insulated thinking. Student and faculty research at FES has used and integrated conceptual and methodological tools of many disciplines to understand these complex and pressing issues and to contribute to their resolution."
Sense and Sustainability: Interdisciplinary Research in Environmental Studies.
by Martin Bunch
Handy, Femida and Martin J. Bunch (eds.) (2009) Sense and Sustainability: Interdisciplinary Research in Environmental Studies. York University Books: Toronto, Canada. ISBN 978-1-55014-510-6
"An anthology of peer-reviewed work resulting from faculty-student collaboration in the Faculty of Environmental... more
"An anthology of peer-reviewed work resulting from faculty-student collaboration in the Faculty of Environmental Studies, York University"
This is an edited volume highlighting collaborative research achievements among faculty and students at the Faculty of Environmental Studies, York University in Toronto, Canada. The book is organized in three sections:
Section 1: In our backyard: Toronto and its environs’
Section 2: Beyond our backyard - North America
Section 3: Our Global Community
A pdf of the introduction "Change Your World(view): A Setting for Interdisciplinary Research and Action" by Femida Handy and Martin Bunch can be downloaded from this site.
For a copy of this book contact:
Steve Glassman
Director, Bookstore, Printing & Mailing Services
York University Bookstore
4700 Keele Street
Toronto, ON, Canada
M3J 1P3
tel: (416) 736-2100 x 33018
fax:(416) 736-5733

