In this era known as the “sixth extinction,” architecture must reject the ideal of permanence and start acting as an evolving participant in ecological cycles. Our current architecture and education systems are static, ignoring our biological mortality and the weight of technology on younger generations. I propose that both systems transform into adaptive participants following the growth and decay cycles of the natural world. This thesis is founded on the technology of biogenic materials and their finite lifespans. By leveraging these mortal assemblies, this work reshapes the school typology, replacing static, technology-centered models with a cyclical framework for regenerative, project-based education.
Title brainstorm: – Unlearning Permanence: A Biogenic Model for Future Schools – From Earth to Earth: The life, death, and afterlife of biogenic buildings – – Mortal Systems: Biogenic timelines altering educational design – Mortal Grounds: Redefining the Lifespan of Learning – Reimagining – Regenerative Assemblies – Regenerative Lifespans – Regenerative Decay: DRAFTS: My thesis tests the effects of biogenic construction on the way humans live and revisits education to build habits for lifelong learning.
Our current architecture and education systems are static and built upon ideas and constraints built by humans and generations that no longer exist or understand the current state of our world.
I propose that both architecture and education should become active adaptive participants following the growth and decay cycles of the natural world. This thesis is founded on the technology of biogenic materials, derived from organic sources, which have their own timelines of growth and disappearance. My thesis tests the effects of biogenic construction on the way humans live and how we adapt to architecture that undergoes regenerative cycles. – Equally urgent is the revisiting of the way we educate that is also affected/changing due to technology
