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  • (Biological) Life: The Pedagogy of an Architectural Concept

    Stephen Loo

    Chapter from the book: Architecture Schools in Australasia, A. 2007. Association of Architecture Schools in Australasia.


    This paper analyses the techniques and technologies mobilized under the imprimatur of biological life in architectural production beyond their manifestations as (bio)mimetic processes. The arguments do not take ‘life’ as a priori to architectural thinking, but as immanent to each enactment of technique or application of technology within the biological paradigm. Using the work of Roger Caillois on pyschasthenia as the collapse of space between an organism and its milieu, the analysis avoids elevating biological life to a transcendent concept. Biological life in architecture instigates the pragmatic concern for whether a philosophical or scientific concept works, or matters, regardless of whether it fits within an ontology or metaphysics. Thus, architectural production using biological life subscribes to a Deleuzo-Guattarian “pedagogy of a concept” – the creation of perceptual and affective habits that are self-jeopardising and highly idiosyncratic to ensure further concept formation.

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    Loo, S. 2007. (Biological) Life: The Pedagogy of an Architectural Concept. In: Architecture Schools in Australasia, A (ed.), Association of Architecture Schools in Australasia. Sydney: UTS ePRESS. DOI: https://doi.org/10.5130/aab.ah

    This is an Open Access chapter distributed under the terms of the Creative Commons Attribution 4.0 license (unless stated otherwise), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. Copyright is retained by the author(s).

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    Published on Sept. 27, 2007


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