Beden kavramı ve deneyimler üzerinden bedenin mimarlık eğitiminde yer almasına ilişkin öneriler
The notion of body and suggestions to have the body in architectural education through experiences
Yazar: HATİCE IŞIL UYSAL
Danışman: DOÇ. DR. ARDA İNCEOĞLU
İstanbul Teknik Üniversitesi / Fen Bilimleri Enstitüsü / Mimarlık Ana Bilim Dalı / Mimari Tasarım Bilim Dalı
Derece: Yüksek Lisans, 2012
Konu: Eğitim ve Öğretim = Education and Training ; Mimarlık = Architecture
Dizin: Beden = Body ; Beden sosyolojisi = Body sociology ; Bedenlenme = Embodiment ; Deneyim = Experience ; Habitus = Habitus ; Mekan = Space ; Mimarlık = Architecture ; Mimarlık eğitimi = Architectural education ; Yapılaşma = Structuring ; Zaman = Time

Özet:
Bu çalışmada bedene dair bir yaklaşımlar bütünü ortaya konarak mimarlığın bu bütün içinde nerede konumlandığı tartışılmakta ve bütünün anlaşılarak bu bedensellik üzerinden mimarlık eğitimine nasıl bakılabileceği konuları ele alınmaktadır.Çalışmada konu edilen beden, bitmemiş, sınırları olmayan, açık, değişen bir bedendir. Mekan, zaman, süre, habitus ve değişim kavramlarıyla ilişkilendirilerek böyle bir bedenselliğin nasıl gerçekleştiği tartışılmaktadır. Mekânın bedenden ayrı olmadığı, ancak deneyimlendiğinde var olduğu ve bedenin uzantısı olduğu, uzvu haline geldiği ortaya konur. Zaman, beden dışında, dış dünyaya ait, kurgusal ve homojendir. Süre ise yaşanan zamandır. Ölçülebilir olmayan ve bedeni tekrar tekrar inşa eden her tekil deneyimle ilişkilidir. Buna bağlı olarak hareket sürenin şartı olarak ortaya konmaktadır. Habitus, insanın yaşamda kalma, yaşama sürecini şekillendiren ve süreçte bedeni değiştirirken kendi de değişen bir toplumsal- bedensel yapı olarak tartışılır. Tüm ortaya konan kavramların bedenle ilişkisi, bedenin nasıl değiştiğini göstermekte, beden, düzenlenmemiş potansiyeller toplamı veya diğer bir deyişle ?çokluk? olarak ele alınmaktadır.Geçmişte ve bugün beden yaklaşımlarını anlamak için paradigmalar ve bir yaratım olarak tarihe bakmak işaret edilirken bu yaklaşımlar bağlamında mimarlığın bedeni yapılandıran durumu ortaya konmuştur. Mimarın kendileri için üretimde bulunduğu kişilerin kurgulanan bir bedenselliğe sahip oldukları ifade edildiği gibi mimarın da bedenselliği sorgulanmaktadır. Araçla düşünen, araçla bir fikri olan ve süre ile hareketi üreten mimar, esasında içeriden, bedenin ve dolayısıyla bulunduğu toplumun içinden bir habitus üretmektedir. Buna bağlı olarak iktidarın bedenlerle gerçekleşmesi üzerinde durularak mimarın yapılandırma eylemini iktidarı sağlayan veya sorgulayan bir bağlamda gerçekleştirdiği belirtilmiştir. Tasarım, bu sağlama veya sorgulama sürecinin kendisidir. Çünkü bu süreç, mimarın deneme ve deneyimleme sürecidir.Çalışmanın tüm tartışmaları bağlamında mimarlık eğitimine bu bedensellik üzerinden nasıl yaklaşılabileceğinin yolları aranmıştır. Yöntemlerin durağanlaştıran ve sorun çözmek için gerekli olan değişimleri ortadan kaldıran sabit doğasından kurtularak süreç içinde değişimi nelerin sağlayabileceği üzerinde durulmuştur. Öğrencinin tarafsız gözlemci, uygulayan kimlikleri veya herhangi bir kimlikten sıyrılarak olayların, durumların, yerlerin, kişilerin, yapıların içinde bulunması sadece ?bedenli? olarak sağlanabilir. Tüm deneyimlerden oluşan, deneyimlerle açık olan veya tıkanan, durağanlaşan bedene bağlı olarak mimarlık eğitiminde tüm denemelerin bu bedenselliğin farkında olarak gerçekleşmesinin ve deneylerin, deneyimlerin önemi vurgulanmıştır. Bu bağlamda öğrencilerle gerçekleştirilen bir takım çalışmalar incelenmiş, kontak doğaçlama gibi mimarlık alanı içinde yer almayan çalışmaların eğitime katkıları gözlenmiş ve öğrencilerle deneme ve deneyimlemeye yönelik birtakım çalışmalar gerçekleştirilmiştir. Gerçekleştirilen bu çalışmalar üzerinden beden kavramı tekrar ele alınmıştır. Tüm sınırların eridiği dünyada, çokluklar içinde, kaygan zeminlerde ancak deneyimlemiş ve deniyor olmanın değerli olabileceği düşünülmüştür.

Abstract:
Body is in an action of change as a whole. While it rewrites the entire memory backwards it changes the social structures those it owns and realized by itself, in every experience. Everything is in a change with the body. Space becomes an extension of the body. While time is out of body, linear and fictioned, body lives in duration. That is why, space is named as lived space, time as a duration and social structure as structure-in-process. In this study, a holistic approach about the body will be presented and it will be argued where architecture is located in this whole. Also, by understanding this whole there will be a study of researching architectural education through this corporeality.Body exists in a multiplicity because of its vital situation. This multiplicity takes root from sheltering infinite but unknown possibilities. Because of this, all approaches those make the body stable, frozen and fixed are laying on a slippery earth. The limits of genders become vague, identities are reformed, movements change, body is re-embodied. Body that mentioned in this study is a body which is incomplete, open, changable and has no limits. It is discussed that how this kind of a corporeality can be realized, by associating with notions of space, time, duration, habitus and change.In this research about multiplicity and changeability of bodies, it will be questioned how architecture and architectural education may be practiced through those discussions. Body approaches formed by the context of paradigms, create their own historicity with or without looking after vital situation of bodies. Architecture takes place in these approaches. This study also researches how the structure of the body, which is multiplicity in change, can be understood in architectural education and how this understanding may affect design education.In this study, although the relations of different notions are argued one by one, thinking this approach as a whole that tries to understand the body in a holistic way would be useful. As much as possible, it is avoided to tell how body is discussed in different disciplines which is because of such an approach would be reducable. Disciplines are randomly categorized and made their own impassable limits. If one of these area of disciplines would be chosen to understand the body, only a limited area would be researched in an infinite selection. However in this situation, the body is ?thrown out? to be continuously explained and so reconstructed over and over again.This study, which supports experience and projects an architecture and architectural education working with experiments, consists of six sections. In the first section the content of the thesis is explained. The second section consist of the discussions about the relations of ?space and body?, ?time, duration, movement and body?, ?habitus and body? and ?change and body?. Also, in this section, the general approach of the thesis is introduced and explanations about living body are made.In ?Space and Body? part, lived space is being brought against the cartesian space which separates body and space by making space homogenous and independent from body and the body inactive, measurable and stable like an object. It is discussed how space can be understood by carrying it from the representations plane and through a critique of perspectivist paradigm and eye-centrism which used to be the way to understand the world. At the same time, by going beyond the perceived space which is a reading of spatial forces and the conceived space considered as the space of representations, it is explained that the space is a multiplicity takes its roots from multiplicity of bodies, an extension of the body and the ?discipline? if a bodily experience happens.In ?Time, Duration, Movement and Body? part, time is defined as, out of body, belonging to outer world, homogeneous and a linear quantitative multiplicity. Time can be divided by infinite numbers without changing its nature. On the other hand, duration is defined as ?lived time?. It is a qualitative, unmeasurable multiplicity: If it is divided, its nature changes. The record of duration is related with memory. Memory, as a sum of life, is carried to today and now by changing with every single experience. Every experience that constructs the body is being related with movement. So movement, or in other words being alive, becomes the condition of duration and memory.In ?Habitus and Body? part, habitus is identified as society realized by body. Habitus which pervasives into the body but can only be realized by the body and changed by the change of body, is being discussed as the ?structure-in-process?. By presenting that people can construct their own habitus, it is indicated that this construction is a structure that produces representation. It is also explained in the further parts that architecture has the same constructive potencial.The notion ?change? which is set as a critique in the ?Change and Body? part, is related to all other notions discussed in previous parts and stands against all situations, actions, conceptions, people, places, codes that make body stable. Change is realized while understanding to own a body and at the same time to be a body itself. The form of queer theory which melts the limits and ensures unidentification has a continuous change inside. Additionally, it is explained that power realizes itself through bodies and blocks the bodies by presenting that gender, which is a matter of queer theory, is formed by the existence of the power. Any blockage in the body that is caused by the power, resolves by ekstatis and by turning into an open, grotesque body in carnivals. The body which is unfinished and always in the act becoming goes between openness and blockage and changes to be never finished.In the third section, body approaches have been addressed through paradigms and history-writing. The importance of looking to body approaches and bodies exhibited by various disciplines in the context of paradigms and examining how history is written in order to understand the multiplicity of the body is being emphasized. All mind systems struggling with each other have an inner structure and with that structure they make themselves exist. The changes derived from the unsolvable problems in those structures are examined in the context of paradigms. In this part of the section it is indicated that history is not an objective record but a fictioned narrative and it is questioned where the body is located in these narratives and mediums. The body approaches are seperated into two parts as approaches which predict that bodies change and approaches which assume the body as stable. The clinic body takes place in the first part and constructed body, lived-body and ?body without organs? in the second.In the fourth section as all the notions that are previously discussed are brought together, it is being discussed that how architecture is realized, what kind of bodies it produces, how it is experienced, in which circumstaces production is being realized and what the tools of an architect are. To answer these questions, it is necessary to understand where the body is located in the whole and which body is being mentioned. In the entire study, there is an open and unfinished body which is being affirmed. Just like turning into an unclosed body with other bodies that ecstasy provides and experiencing being a different body, using tools while designing provides the same effect. While a tool unites with a body, it expands the body and makes the incompleteness continuous.While it is pointed to search the paradigms and the history as a creation, in order to understand the body approaches of past and today, in the context of these body approaches the body constructive attitude of architecture is also explained. An architect thinking with tools, while fictioning the areas of movement-duration, she adds those tools to the body which become limbs. In this part which asks if habitus may be counted as one of these tools or not, it is assumed that actually the architect fictions new corporealities through his own corporeality. Especially because of the possibility of different tools to open the blockages, the importance of using tools is being emphasized and defined that it is an important way to understand the multiplicty of the body.Thinking the direct relation of architecture with power and assuming the embodiment of power, the designing action is being materialized by providing or questioning this embodiment. On the other side, because the corporeality that the architect designs is constructed on a slippery earth, all frozen moments corrupt because of living and all structures are to collapse. In this case, it is an important question that how the designing happens. A design made in the process of questioning should be seen as a thinking-production which thinks about what body is and what kind of a corporeality the design has. This is why the importance of understanding the ongoing, the experience and experiment are emphasized.In the fifth section, how the situations related with body that were explained in other sections can be involved in architectural education is being discussed over experiences, various experiments and opinions. In this part which emphasizes the importance of the student having met with the ?body notion? in the education process, the ways to understand the body is researched. Approaching critical to everything that is served in education as information is noticed as one of these ways. The topics of assuming history of architecture as history of the body, simultaneity as being a way of this and critical approach to narratives are the subjects which are examined. By getting rid of methods which are fixed in nature, create stability and remove the change needed to solve problems, it is thought what can provide the change in process. A student can only be in a position of being in the middle of situations, places, people, structures and be ?bodied? by passing through the situations of being a neutral observer, having a practitioner identitiy or having any kind of identity. The importance of knowing the body, social structures, changes and adding them to her experiences to understand this change is being emphasized: Design, happens when the designer is involved into situations.Depending on the body, which is consisted of experiences, expanded and open or blocked and fixed by experiences, it is emphasized the architectural education to be aware of this corporeality and be executed with those experiments and experiences. In this case some workshops that were conducted with students have been analyzed, some works' contribution like contact improvisations that is not in the area of architecture were observed and some workshops are executed which were intended for experiencing. Body notion is revised over all these workshops done. Studies, which were made in order to experience an open and incomplete body with students and have been explained in the fifth section, show the importance of experience and stands in the way that provides that kind of a body. Especially, the studies at the part titled "BodySpace Workshops" show that students get blocked when they try to produce by not getting experienced and not seeing their body as a part of the work. On the other hand, for example having mapping as a performance makes it the most important input of the designing process.BodySpace Workshops are formed by the notions that are related to body in this thesis. Thinking and producing about these notions, thinking while producing is aimed. Notions of those productions are determined as body and space, lived space, cartesian space, change, representation, record, movement, ambiguity, owned body and being a body.As a result, the attained point is that a body is a location where it is always changed. Every moment that body lives is a duration and it is reformed with all experiences. Body changes, because of having unregulated potential, while producing space, constructing habitus and transforming structures. It is never completed because of the changing situation, openning and blocking of body happens at the process of realizing itself. Architecture's experience area is this body. To know the body and the importance of experience must be the ground that architectural education is structured on and even that ground is not stable. In a world that all limits are melted, in all multiplicities, on slippery earths the only thing that is valuable is experiencing.