Darío Negueruela Del Castillo

Biographie

Darío Negueruela currently heads the division of fundamental research at ALICE. In 2017 he completed his doctoral thesis "The City of Extended Emotions". Prior to this, Dario studied at Madrid School of Architecture, ETSAM (Diploma of Advanced Studies, 2011), TU Delft, The Netherlands (MSc Arch, 2006) and Westminster, London (BA Arch & Urban design 2002).

His research addresses the mutually constitutive dynamics between space and collective agency. More precisely, his enquiries look into the way in which urban space, through its degree of urbanity, enacts emotionally certain forms of collective agency (social movements) and how in turn these agencies modify and produce new space.

The ubiquitous upsurge of urban protests around the world seem to confirm the equally growing production of literature that deals with the city as a scene of conflict and a device for the production of segregation with the implication of biopolitical control. However, the city is also the scenery that gives birth to many new social movements that seek to respond to this situation by producing new spaces and forms of sociality that are fundamentally distanced from those of institutional city production.

Beyond their consideration as a new urban question or as the result of collective effervescence, Dario's research into these novel forms of social contention seeks to overcome deterministic approaches to the phenomenon of collective agency and spatial framing. It does so through a combination of analysis of spatial practices, perception of spatial affordances and spatial cognitive appraisal through emotional elicitation.

In line with the promising yet largely unexplored Extended Mind thesis, this research explores the phenomena of extended affectivity as a form of distributed cognition of the city.

À propos de ce résultat

Cette page est générée automatiquement et peut contenir des informations qui ne sont pas correctes, complètes, à jour ou pertinentes par rapport à votre recherche. Il en va de même pour toutes les autres pages de ce site. Veillez à vérifier les informations auprès des sources officielles de l'EPFL.

Unités associées (6)

Unités associées

Chargement

Cours enseignés par cette personne (1)

A hands-on approach on how sensing works is complemented with theoretical insights to reflect on the critical zones opened up for urban research by the expansion of coded environments, providing the students with tools and skills for stating transdisciplinary goals and methods.

Cours enseignés par cette personne

Chargement

Domaines de recherche associés (2)

Domaines de recherche associés

Chargement

Publications associées (14)

Publications associées

Chargement

Personnes menant des recherches similaires (19)

Personnes menant des recherches similaires

Chargement

, , ,

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 framework for the kinds of encounters and negotiation they facilitate? Shall we do it within pre-existing academic and practical knowledge? Can we set up a pedagogical experience that sets a time and space to collectively integrate and share hunches, to experiment with them and to ultimately operationalize them in designerly or scientific manners? In this paper, we introduce and discuss our experience with Atlas Poliphilo, an experimental studio that runs its second iteration during the spring semester 2019. Neither a design studio nor a seminar, the Atlas sets up a framework for collaborative enquiry that further elaborates on them. The course gathers students from civil and environmental engineering together with students of architecture, and landscape architecture to work collaboratively for one semester. This experience is framed in our work on new visions for the trans-border Greater Geneva as one of the selected teams aiming at tackling its current social, economic and environmental challenges and constructing a framework to think and discuss its growth in the next 35 years. This interdisciplinary course addresses an alternative of perceiving and integrating the constitutive complexity of the territory and the intertwined trajectories of all its different agents. Departing from the situated experiences of the students within a given site of exploration, the course aims at carefully unfolding their many dimensions - the relational and performative aspects of involvement, bodily experience, environmental context and objects, individual and collective cultural frames - allowing to experiment with them and to render them explicit. This is grounded on the conviction that an ability to affect is reciprocated by a capacity of being affected.

2020

Chargement

Imagining with and in Space: Structural support as a cognitive device in architectural education

Dieter Dietz, Aurélie Dupuis, Julien Lafontaine Carboni, Darío Negueruela Del Castillo

In this paper, we will argue that the structure of the spatio-temporal 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 framework of the first-year design studio at ALICE EPFL, the ‘protostructure’ plays the role of both a cognitive and physical support, enhancing the spatial knowledge acquisition path of students and teachers. Its performances are assessed through the structuring dimensions of the scaffolding theory, namely trust, entrenchment and individual-collective.

2020

Chargement

HOUSE 1 Protostructure: Enhancement of Spatial Imagination and Craftsmanship Between the Digital and the Analogical

Dieter Dietz, Julien Lafontaine Carboni, Agathe Claire Estelle Mignon, Darío Negueruela Del Castillo

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 collaborative thinking and drawing on collective spatial knowledge. The protostructure constitutes at once both a material and immaterial open source support for the individual and collective interventions by the students. Its material dimension as a physical construction is invested and complemented by the immateriality of the guiding scheme. In this article, we review the steps in the development of the theoretical model and physical implementation of HOUSE 1 and discuss its relevance with regards to the relation between analogical and digital modes of engagement, pedagogical frameworks and spatial cognitive strategies. This implementation of the protostructure shows its potential as a tool to approach wood design, through a combination of digital and analogical processes, enhancing the deployment of spatial cognitive strategies with the use of wood as a material through and with which to think about space.

Springer2019

Chargement

, , ,

2020