Campus og studiemiljø - Bygningsstyrelsen

Campus
“
grænsefladen mellem universitetet og dets omgivelser er
et vigtigt rumligt aspekt, der sætter rammerne for det kreative
arbejde / the interface between the university and its surroundings
is an important spatial aspect that outlines the framework for
creative work
Han tager bilen fra sit hjem udenfor byen
og befinder sig hele dagen i det samme specialiserede
miljø på sygehuset. Der opstår
ingen uventede møder. Lignende tanker
præger arkitekten Christopher Alexanders
bog ”The Oregon Experiment” fra 1975, der
handler om udviklingen af et universitet
i Oregon. Et af de mønstre, han beskriver,
er ”open university”, som opløser grænsen
mellem byen og universitetet og lader dem
vokse ind i hinanden. Andre er ”university
streets” hvor universitetet udbygges i små
enheder lands gaden, ”local administration”
i små spredte enheder, ”department hearth”
som samlingspunkter i hver institution,
direkte koblet til gangstrøg og med alle
vigtige lokaler for institutionen i nærheden
og sidst men ikke mindst ”real learning in
cafés”, som er privatdrevne caféer, restauranter,
boghandlere, biografer i nærhed af
hinanden, som fungerer som mødesteder
mellem studerende, undervisere og byens
borgere.
Mødet mellem by og universitet
Grænsefladen mellem universitetet og dets
omgivelser er et vigtigt rumligt aspekt, der
sætter rammerne for det kreative arbejde.
Den fysiske planlægning skal balancere
mellem universitets indre verden og deltagelsen
i samfundet. Artiklen viser, at
det internalistiske og det eksternalistiske
perspektiv ikke er uforenelige, men derimod
komplimenterer hinanden. Skabelse
af viden er kreativt arbejde. Og beskrivelse
af Lund og Oregon bygger på forestillingen
om, at kreativt arbejde sker bedst i en kontinuerlig
pendling mellem privat og offentlig.
Mellem indadvendt tankearbejde og
udadvendt afprøvning af ideerne.
Oversættelse fra svensk: Cathrine Schmidt
16
municipality and the business community,
based on the university.
The purpose was to “create a better and more
vigorous city”. In customary planning style,
the report presented a simplified image of
the university in the city. The scattered localisation
was summed up as a ‘university ring’.
Three ‘avenues’ were added to this image: an
‘avenue of culture and entertainment’ along
the city’s main street, Kungsportsavenyn,
an ‘avenue of events’ with sports facilities,
arena, exhibition hall and amusement park,
and a less established ‘avenue of knowledge’
across the river for a new part of the
technical university. The problem with this
‘avenue of knowledge’ is, however, that it requires
a boat. This kind of planning is much
too abstract to capture what I believe to be
essential in order to create a living avenue
of knowledge at the interface between the
buildings and the city. Another picture exists
that captures this interface better.
urban spaces as meeting places
The ethnogeographer Torsten Hägerstrand
has described his day as a student in the institutional
university city of Lund during the
1930s. Hägerstrand developed ‘time geography’
as a science, and for this he uses trajectories
through time and space. He describes
his journey through the city from his home
to a restaurant to various teaching facilities
and the student house: The Academic Association.
It illustrates that the way in which
to use the city is a continuous movement in
and out of buildings. The point is also, that
his journey is overlapped by many other
people’s journeys, creating opportunities for
unexpected encounters. The city is a ‘creative
space’, and it consists of real avenues of
knowledge. Hägerstrand’s description of a
trajectory belonging to a professor of medi-
cine in the 1970s renders a somewhat different
image. He drives his car from his home
outside the city and spends all day in the
same specialised environment at the hospital.
No unexpected encounters occur. The
architect Christopher Alexander’s book, ‘The
Oregon Experiment’ from 1975, which deals
with the development of a university in Oregon,
is characterised by similar thoughts.
One of the patterns that he describes is
the ‘open university’, which dissolves the
boundary between city and university, and
allows them to grow into each other. Other
patterns include ‘university streets’, where
the university is extended in small units
along the street, ‘local administration’ in
small, scattered units, ‘department hearth’
as rallying points in any institution, directly
joined to passages and with all rooms that
are important to the institution close-by,
and last but not least, ‘real learning in cafés’,
which are privately run cafés, restaurants,
bookshops and cinemas close to each other,
which serve as meeting places for students,
teachers and local citizens.
the encounter between city and university
The interface between the university and its
surroundings is an important spatial aspect
that outlines the framework for creative
work. The physical planning must balance
between the university’s inner world and
participation in society. This article shows
that the internalist and externalist perspectives
are not incompatible, but that they
rather complement each other. Creation of
knowledge is a creative work. And the descriptions
of Lund and Oregon are based on
the idea that creative work is best carried out
in continuous commuting between private
and public life. Between introverted thought
work and extroverted testing of ideas.