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STS sensibilities allow architectures to break away from their modernist dualisms and grand promises to address the complex ethical, ecological, and sociotechnical entanglements of construction and urbanisation. However, the built environment is a native contributor to generating STS sensibilities.
The Latour-Yaneva dynamic school of thought offers new worldviews on how to teach architecture with a renewed “sociology of associations” (Latour, 2005; Yaneva, 2010, 2022). Architectural educators engage with methodologies drawing from the sociology of science and ethnography of design, and they expand the subfields of architectural humanities and the social studies of architecture.
An STS sensibility allows architectures to break away from their modernist dualisms, grand promises, master architects, and iconic starchitects. It decentres the pedagogy and practice of architecture from the figure of providence and panopticon vision to the distributed network and oligopticon insights. It endows architecture and the built environment disciplines with realist attitudes to reconnect with their ground as collaborative practices of disturbing, reassembling, and constructing. It is the kind of sensibility central to addressing the complex ethical, ecological, and sociotechnical entanglements of contemporary and legacy construction and urbanisation.
However, the built environment is a native contributor to generating STS sensibilities. It foregrounds the situatedness of scientific knowledge production within excavation, construction, and destruction processes. It platforms site-specific and environment-oriented practices while envisioning future worlds. It endows materialities and agencies to objects actively participating in making spaces of inhabitation and infrastructural landscapes. It situates the study and understanding of innovation within networks of knowledge exchange, laboratories, and circulating references.
We invite academics, researchers, and practitioners who teach future professionals of the built environment (arch, urban, landscape) to theoretically and empirically reflect on how they engage STS sensibilities and integrate STS methodologies in their pedagogies. In the hope of organising a Combined Format Open Panel, we encourage the submission of academic paper presentations and welcome experimental formats of knowledge expression such as written reflections on an STS-inspired studio brief, visual reflections on student design work, and cataloguing STS engagements during professional design practice.