New Book Revives Urban Design with Focus on Pluralism

Brent D. Ryan, The Largest Art: A Measured Manifesto for a Plural Urbanism, Cambridge: MIT University Press, 2017.

 

Book Review

By Robert Orttung

In addition to being a member of the PIRE family, Brent Ryan recently published a spellbinding book that seeks to set a new direction for urban design after it fell into a dead end more than a decade ago. Urban design needed Brent’s intervention because it no longer was able to reconcile theoretical debates with the human needs of cities and citizens, according to architecture critic Michael Sorkin, who published an influential essay making this point in 2006.

The Largest Art: A Measured Manifesto for a Plural Urbanism will reshape the conversation about cities and how they grow. The book is extremely ambitious in its aims and largely successful in its execution. This work of one person opens the doors for all of us to engage – or, really, re-engage with greater vigor – in the life and design of the cities we inhabit.

The purpose of the book is a “declaration of independence” for urban design from other building arts such as architecture, landscape, sculpture and land art. The book provides “a descriptive theory explaining the many qualities that distinguish urban design (urbanism)” and make it an art unto itself with its own characteristics.

The subtitle of the book describes the book as a “measured manifesto” and I wondered what that term meant as I was reading. I speculated that Brent was saying that he was too polite to savage the works of other authors whose ideas he rejected. Rather, on page 309 he finally explained that “measured” means this tome is not a declaration of independence after all but a call for a recognition of urban design’s independence that has always existed.

Well, although the book is a collection of ideas plucked from various sources, it presents a new and original stew, so I would have gone with a straight up manifesto! One gets the impression that architects are a rather autocratic bunch and it is much more pleasant to spend time with the democratic Dr. Ryan.

Brent distinguishes plural urbanism from unitary urbanism and this is the key innovation of the text. The author notes that the term pluralism is “widespread in studies of politics and society” and he “borrowed it for its broad meaning of multiplicity or manyness (p. xi).” In this conception urban design is a “building art” that “accepts those elements of cities that are beyond designers’ direct control – other buildings, other owners, other actors – and that then incorporates them into urban design.” Urban design thus becomes more powerful, wide-ranging, influential, and beneficial than something done by a single designer. It is “more democratic, participatory, open-ended, and infinite (p. 2).” It is not utopian, but practical.

Five key features define the idea of plural urbanism (Chapter 2):

  1. Scale – plural urbanism ranges from a pocket park on a city street to a metropolitan region
  2. Time – building a small ensemble can take 40 years whereas elements in cities like Barcelona can span hundreds of years
  3. Property – each bit of land in a city is owned by someone and urban design must work across these numerous owners
  4. Agency – cities are inhabited by people who participate in its constuction, and
  5. Form – any urban design could have 2-3 constitutive elements or dozens and the urban design concept can be diffuse, scattered or fragmented without losing its coherence.

The conclusion lays out three additional concepts that define plural urbanism: change, incompleteness, and flexible fidelity. In other words, cities are always changing and urban designers need to accept this reality. Cities are by their nature incomplete and even many projects developed by architects remain unfinished. Finally, it is not necessary for the designer to impose his or her vision on the city. Rather, the many actors who live in a city will inevitably put their stamp on it, though a good plural designer can nudge the results in aesthetically pleasing and more effective directions.

One problem with plural urbanism is that it is hard to picture. It is easy to conjure up figures of unitary urbanism, which is simply architecture on a larger scale. But how do you show a city that is changing over time and scale thanks to the contributions of many hands? Presumably, 3D graphics and virtual reality will lead the way, but this technology is only beginning to emerge.

In the spirit of the ideas developed here, it is no criticism to say that the book itself is incomplete. The text is meant to start a conversation about the future of cities. As a political scientist, what struck me most was that the text does not really interrogate the idea of pluralism in all its forms. For students of politics, pluralism is an idea associated with Robert Dahl, the political theorist whose works included Who Governs? (1961) about pluralist politics in the city of New Haven and Polyarchy (1971), one of the seminal contributions to democratic theory.

In this sense, plural urbanism draws our attention to some tensions, but then papers over them. A case in point is this passage describing how the inhabitants of an island try to get a grip on a crisis of overdevelopment that is destroying what everyone loves about the place they live by setting up a committee to address the issue:

 

The committee’s membership spans the range of constituencies concerned with the island’s future. Each municipality is represented, together with representatives of the state’s environmental, housing, and transportation departments, the island’s open space and heritage nonprofits, a few concerned citizens, and an urban design firm hired from outside the state. The risk of design by committee is avoided from the outset: the committee’s recommendations will be strictly advisory, and final recommendations will come from the design firm. Even in this democratic, actively participatory context, the committee recognizes that action is more important than discussion. (p. 226)

 

Of course, that is not how things work in the real world. My neighborhood in Northern Virginia is currently debating how to build a new school and some of the authorities are pushing an option that is unpopular with most of the neighborhood stakeholders, creating howls of protest. Simply having a discussion and then taking a decision everyone has to accept is the definition of “democratic centralism” which was practiced by the Communist Party of the Soviet Union until its demise in 1991. While the problem of moving from words to construction is real, painful, and time-consuming, plural urbanism needs to take these social processes more into account. In fact, is there much future for a plural urbanism in a society that is becoming increasingly polarized and even less able to agree on anything?

Rhetorical questions aside, The Largest Art presents plenty of ways for urbanism to be plural. Its various chapters provide concrete examples of urban pluralism in locations ranging from Romania, New York City, and Ljubljana, interprets the works of twentieth century urban designers who developed bits and pieces of the ideas incorporated into this manifesto, and even lays out how the ideas developed here can be applied in the future. The most interesting idea for me was David Crane’s concept of a capital web. In shaping the nature of new development, the urban designer could build out a spine of infrastructure which would define the shape of future growth, but allow others to develop the actual buildings and spaces in between that make up the ever-changing fabric of the city.

Although this book does not address the Arctic specifically, it lays out lots of ideas, like the capital web, that could be relevant there. Like any good book, and urban pluralism itself, this one launches a new conversation that will inform how we think about cities and act to improve their design for many years to come.

 

Arctic PIRE participates in Science Night at a public elementary school

On the evening of February 23, a team representing Arctic PIRE traveled to Cora Kelly Elementary School in Alexandria, VA to share topics of Arctic life and climate with local students.

 

Photographer: Binyu Yang

Graduate research assistant Beth Short from the #60Above60 initiative shares student stories from schools around the Arctic, including Alaska and Scandinavia. Learn more about this environmental storytelling project here.

 

Photographer: Claire Franco

A student tests different ways to build a house in frozen sand to demonstrate the challenges of infrastructure in permafrost regions. Over the evening, the ground material reached various stages of thawing out, which demonstrated the variables of climate fluctuation and human influence on permafrost integrity.

 

Photographer: Beth Short

Greg Colletti from the Educational Outreach component of the #60Above60 project facilitates a review of polar geography

Photographer: Beth Short

 

Photographer: Beth Short

Undergraduate research assistant Claire Franco helps students identify animals of the Arctic Ocean and surrounding terrestrial biomes.

 

Photographer: Beth Short

In an experiment to demonstrate the natural insulation of Arctic animals, students  cover their hands with blubber-like vegetable shortening and plunge them into a tub of ice water. Graduate research assistant Nina Feldman explains more about animal adaptations in the region.

 

Photographer: Beth Short

In our small puddle of Arctic Ocean, the students are protected from the sharp iciness.

Contributing to Urban Sustainability in Russia’s Arctic Cities

By Marya Rozanova

Social scientists Marya Rozanova and Andrey Gretsov, representing a collaboration between the GW Arctic team and the Russian State Hydrometeorological University, visited three Russian Arctic cities – Naryan-Mar, Salekhard, and Novy Urengoy from January 25 to February 24, 2018. The purpose of the trip was to meet with local stake-holders dealing with ongoing climate change and its impact on Arctic urban communities and the labor market, as well as to launch educational programs to mitigate upcoming challenges and minimize possible side-effects on people’s lives.

Key activities included discussing the establishment of new educational programs, reaching out to regional government officials to get a better understanding of their positions, as well as meeting with indigenous community leaders and experts in the Arctic regions of the Nenets Autonomous Okrug (NAO) and Yamalo-Nenets Autonomous Okrug (YaNAO).

Marya Rozanova reaches out to Russian students in the Arctic. Photo: Andrey Gretsov

 

The educational outreach component included three modules for over 400 teachers and students in local schools and vocational colleagues:

  • A series of seminars and workshops entitled “New Technologies for Career Guidance in the Arctic” for specialists in the sphere of education and employment services.
  • A series of seminars called “Strategies to Build Your Career in the Arctic” for vocational college students.
  • A series of seminars “Your Career Choice” for high school students, including indigenous students whose families pursue traditional nomadic and semi-nomadic lifestyles in the Arctic.  

 

The TV Channel “Rossia 1. Naryan-Mar” broadcast a report about the education programs in Naryan-Mar (in Russian). In Novyi Urengoy, the city’s Department of Education prepared a blog posting on the educational programs in the city (in Russian), as did Salekhard School #3.

 

Meetings and networking with high-ranking Arctic officials, experts, and practitioners to gain an understanding of local concerns and encourage engagement with our research activities in developing an Arctic Urban Sustainability Index (AUSI).

 

In Yamal-Nenets Autonomous Okrug, we met with representatives of the:

  • Department of International and External Economic Relations,
  • Department of Population Social Protection,
  • Department on Indigenous Affairs,
  • Novy Urengoy Mayor
  • Department of the Population Employment Services,
  • Department of Culture,
  • YaNAO Department of Education,  
  • Novy Urengoy Department of Education,
  • Arctic Research Center,
  • Salekhard schools administration.  

 

In Nenets Autonomous Okrug (NAO):

  • Department of Education, Culture, and Sports,
  • Department on Indigenous Affairs and Ethnic Policy,
  • Ethno-Cultural Center,
  • Center for Business Development,
  • Administration of schools in Naryan-Mar.

 

In St. Petersburg:

  • State Commission for Arctic Development of the Russian Federation.

 

Rozanova also met with leaders of the indigenous communities, including representatives of the Russian Association of Indigenous Peoples of the North (RAIPON) in Moscow, representatives from “Yasavei” in Naryan-Mar (NAO), as well as meeting in Salekhard (YaNAO) with Eduard H. Yaungad–the “Yamal–potomkam” association’s leader and member of the YaNAO Parliament. RAIPON prepared a blog on the educational programs for indigenous youth.

In the context of ongoing climate change resulting in a new epoch of Arctic exploration for economic purposes, the emergence of the Northern Sea Route (NSR) for international shipping, and the intensification of migration inflows, the task of training specialists in the Arctic regions for the needs of the Arctic labor market is key to strengthening sustainable socio-economic development in Arctic urban areas. Nowadays young people in these regions have little understanding about future changes in the North, and how these changes will affect labor market needs for specialists with knowledge of the port and shipping industry, the oil and gas sector, water resources management, climatology, and many other fields. Many local school students are inclined to obtain degrees in law, economics, and business and will likely experience difficulties in finding positions on the changing Arctic labor market in the near future. Ultimately, they contribute to the migration outflows from the North, further labor market imbalances, and residential instability of the urban social environment.

 

Special attention should be paid to local nomadic and semi-nomadic indigenous communities – especially young people – in the remote Arctic areas who are particularly at risk and will inevitably become involved in the process of transition from their traditional way of living to the urban lifestyle of the Arctic cities. In this process, the preservation and development of the human and cultural capital of the indigenous peoples of the Russian North will largely depend on the quality of the education and vocational training they receive in order to provide their successful integration into the Arctic labor market.

 

The Role of Scientists on Social Media

You already have an online presence. You might as well curate it.

 

The online engagement of the scientific community with a wider audience of colleagues, stakeholders, and the general public is increasingly important in an age of globalizing virtual platforms and transdisciplinary innovation. Many scientists already use social media to some extent to communicate with their colleagues, but generally do not engage the public or media. However, the resources to do scientific journalism are limited and social networks offer the opportunity for researchers to reach beyond the universities and spread the results of their work among the public.

 

A platform to mobilize existing knowledge

Social media invite more interactive engagement with research, ideally lowering barriers of access without degrading the integrity of the investigation. In this way, it can be shared with members of the public who ultimately fund it. It may be immediately instinctual to associate social media platforms with extroverts who enjoy sharing details about their personal lives. However, many people who are more shy appreciate the sites because they prefer to sit back and be able to observe the conversations, participating only when they are ready. In the spring of 2016, the California Institute of Technology taught its first in-depth course on social media literacy for scientists. Similar lessons and seminars are developing in universities and institutes, such as the “Make Your Research Viral: Social Networks and Science” course at the Barcelona Biomedical Research Park, a coalition of research institutes that houses 1,500 scientists and support staff.

 

A network of colleagues and curious minds to promote your findings and coordinate collaborative projects

The big three are Facebook, Twitter and LinkIn. Facebook attracts large audiences of people grouped into communities of interest. Twitter has proven helpful among scientists because of its search and alert service which can immediately notify the release of papers and generally communicate information instantly. LinkedIn’s professional networks are increasingly becoming a way to share information as well as find a job and keep up with the career advances of friends. Although YouTube is primarily focused on video, it also has social media functions and is now the 3rd most popular site on the Internet, after Google and Facebook. Aside from these well known platforms, other sites are more specifically oriented toward scientific communities, such as Mendeley, Academia, and ResearchGate, which revolve around the organization of peer-reviewed publications. The ease of contact on social media platforms lowers the threshold of formality and makes scientists (and their work) more approachable to both lay audiences and other scientists. This is helpful along various stages of the research process, from the identification of collaborators and funding, to the promotion of the finished project.

 

An opportunity to challenge false or poorly understood information in your specialization

A team of researchers from Boston University produced a study of the distortion of scientific facts online and the spread of misinformation. Much of the public’s contact with scientific research comes from exposure to self-selected traditional media sources, where television or newspaper journalists often simplify research to compete commercially for time and attention. This half-baked information then gets distributed through what one of the BU professors calls a “cacophonous arena of many, many voices” linked by the trust dimension of intrapersonal relationships. In communicating science to people outside of your discipline, it is important to “be thorough, be direct, and be accessible”. The politicization of science can make online discussions nasty time sinks, however, so just beware and stick to the data.

 

A way to collect more information about interest and attention

Altmetrics is a developing system which aggregates online measures of a peer-reviewed paper’s digital impact. Some of the relevant variables are the number of downloads, comments, shares, clicks, and citations that a paper generates. While it is not intended to be a popularity contest, these figures are some of many which can demonstrate the academic and public reach of a paper’s findings and engagement around the world. The European Commission’s Directorate General for Research & Innovation has gathered an Expert Group on Altmetrics, which is further refining the definition of these measures.

 

Most scientists like talking about their work making social media a natural place for them to reach an audience.

 


Quick links from the article and more:

Bird, Caitlin. “Talking about Science on Social Media.” Boston University Research. September 22, 2016. https://www.bu.edu/research/articles/communicating-science-on-social-media/

 

“Can social media connect science and society?” Phys.org. April 5, 2017. https://phys.org/news/2017-04-social-media-science-society.html

 

Groshek, Jacob, Serena Bronda. “How social media can distort and misinform when communicating science.” The Conversation. June 30, 2016. https://theconversation.com/how-social-media-can-distort-and-misinform-when-communicating-science-59044

 

Halford, Bethany. “Teaching social media to scientists.” Chemical & Engineering News 19, no. 43 (2016): 21-22. https://cen.acs.org/content/cen/articles/94/i43/Teaching-social-media-scientists.html

 

Martinez, Arielle. “Science Students Learn to Use Social Media to Communicate Research.” The Chronicle of Higher Education. July 18, 2016. http://www.chronicle.com/article/Science-Students-Learn-to-Use/237158

 

Tachibana, Chris. “A Scientist’s Guide To Social Media.” Science/AAAS Custom Publishing Office. February 8, 2014. http://www.sciencemag.org/careers/features/2014/02/scientists-guide-social-media