Mimarlık Öğrencilerinin Aktif Olma Alanının Tanımlanması; Herkes İçin Mimarlık Oluşumu Üzerine Bir Değerlendirme

Abstract

Mimarlık öğrencileri, dahil oldukları mimarlık ortamında her aktör kadar söz söyleme ve girişimde bulunma imkanına sahiptirler ve bu imkanı kullanmaktadırlar. Eş zamanlı olarak öğrenci ve de yetişkin bir fert olma hali, mimarlık öğrencilerinin, gerek bireysel olarak gerekse bir araya gelerek toplumsal konulara yönelebilmelerini de olanaklı kılmaktadır. Öğrenciler, mimarlığa ve mimarlığın bir parçası olan mimarlık eğitimine ilişkin tecrübelerini, gözlemlerini, yorumlarını birleştirerek geçmişte mimarlık hizmetini toplum ile buluşturacak çeşitli denemelerde bulunmuşlardır. Bir birey olarak da üretim alanlarını kısıtlayacak süreçler karşısında söz söyleme haklarını kullanmışlardır. Bugün de mimarlık öğrencileri toplumsal meseleler karşısında benzer konular ile kesişmekte ve aktif olarak girişimde bulunmaktadırlar. Mimarlık eğitimini bir amaç değil bir araç olarak görüp değerlendirerek, gerçekleştirdikleri ile mimarlık eğitiminin işleyişine de öneriler sunmaktadırlar. Mimarlık öğrencilerinin oluşturduğu ve oluşturmakta olduğu etkinlikler, mimarlık eğitimindeki usta-çırak ya da öğreten-öğrenen konumlandırmasını günümüzde geçersiz kılmaktadır. Mimarlık öğrencileri, bilginin aktarıldığı edilgenler olarak değil, adım atmaktan çekinmeyen özneler olarak herhangi bir yürütücü ya da yönlendirme beklemeden kendi alanlarını yaratmaktadırlar. Kazanmakta oldukları mimarlık bilgisini araçlaştırarak ortaya çıkardıkları alanlarda keşfetmeye yönelik ucu açık süreçler başlatmaktadırlar. Öğrencilerin aktifliği ile oluşan söz konusu alanlar -topluma karşı sergilediği davetkar tutum ile birlikte- tanımlanabilir bir potansiyel taşımaktadır. Bugün, iletişim hızındaki ivmeli artış öğrencilerin birbirlerinden haberdar olabilmelerini, bir araya gelebilmelerini süratlendirmektedir. Mimarlık öğrencilerinin peş peşe ya da eş zamanlı olarak ortaya çıkardıkları oluşumların, gerçekleştirdikleri etkinliklerin sürekliliği ve genişliği tarif edilebilmektedir. Mimarlığa değinen konular karşısındaki anlık girişimlerinin yanı sıra, mimarlık öğrencilerinin aktif olma ve üretme durumlarını günümüzde bir hedef olarak sundukları; fakat bu hedefin sonu belli üretimlerden çok deneyselliğe açık süreçler olduğu söylenebilmektedir. Bağımsız bir öğrenci oluşumu olan Herkes İçin Mimarlık ın işleyişinde ve yöntemlerinde de sözkonusu durum gözlenebilmektedir. Mimarlık öğrencilerinin aktif olma alanını tanımlı bir hale getirmek, mimarlığa, mimarlık eğitimine ve topluma katkı sağlayacak, hızlı ve rahat ulaşılabilir gönüllü bir kitlenin varlığını ortaya çıkarmaktadır. Söz konusu tanımlı alana dahil olan mimarlık öğrencileri, denemek ve keşfetmeyi tecrübe ederek, yaşam boyunca öğrenmenin kesintisizliğini fark ederek, gelecekte alacakları konumlar ile mimarlığa, mimarlık eğitimine de yeni bakış açıları katacaklardır.

Architecture students have the opportunity to speech and to be active in architecture scene as much as all the other actors of architecture have. The realization and definition way of the students in the architecture scene is widening more as long as they take an active position. Architecture students are concurrently both students and individual people. This situation enables them to address social issues both together or individually. Students have made some practice implementations which will meet the service of architecture and society by combining their experiences, observations and comments related to the education of architecture that belongs to architecture and is a part of architecture. They have used their right of giving utterance against the processes which will restrict their production areas as an individual, too. Education of architecture was limited with Istanbul until the second half of 1950s but could be moved out of Istanbul after that time and started to evolve into social responsibility during 1960s. Residential applications of students after the earthquake by going to Anatolia and the bridge application offered by them against the bridge project which will be built in Istanbul are some examples which can be represented.Students started to act together against the situations restricting the society and them by the policy of that era after 1980s. 1980s were not only important for students that they had taken a firm stand against the policies of that period but also at the same time, architecture students began to expand their student network the act of becoming acquainted with and coming together during these years. There are some architecture students who had been involved in EASA (European Architecute Students Assembly) in the 1980s. EASA was held in Turkey in 1992. Students started their own meetings with the name of TMÖB (Türkiye Mimarlık Öğrencileri Buluşmaları - Turkey Architecture Students Meetings) in 1993. Architecture students intersect with similar social issues today, too and attempt actively. The examples of architecture students praxis are available in the regions that need architectural service. The mass housing project for primary school teachers in the village Hacı İbrahim Uşağı of Kahramanmaraş, the shelters for fishermen project in village Zefre of Giresun, the restoration project of a primary school in village Kargı of Ordu are some of the current samples. Today architecture students also continue to make announce, organize and join in activities for their rights of education and for social rights. Activities formed or being created by the students of architecture invalidate the positioning of master-apprentice or teacher-learner in the education of architecture. Architecture students are creating their own area without waiting for a coordinator or routing as subjects which do not afraid of taking steps, not as passives that the knowledge and information are transferred.They are starting open-ended processes aimed at discovery in areas that they had shown up by instrumentalizing the knowledge of architecture that they are gaining. They are providing recommendations to the operation of education of architecture by evaluating and realizing the education of architecture not by accepting it as a goal but a tool. These areas formed with the activity of the students carry an identifiable potential due to their welcoming attitude towards the society. The association of architecture students is important that they will be co-located in their works which they will implement. The lack of any master - apprentice or teacher - learner relationship mobilizes and accelerates these associations. The act of becoming acquainted with and coming together is one other important point for defining the architecture students state of being active. Bringing the architecture students from different groups together, this act turns students state to a constantly communicating area instead of disjointed areas. Architecture students use the public network and social networking sites actively to communicate with each other, can make announcements quickly by using this method, can follow and track the returns about their announcements and calls that they had made via public networking technologies and be informed about the other student events and formations. Increase in the rate of communication enables architecture students to move independently of the borders and achieve meetings with not architecture students of the same region that they live but also architecture students who live or study in the other provinces by getting beyond their limits. The same status can be observed in operation and methods of Architecture for All which is an independent student formation. The reason for us to choose Architecture for All in this thesis study is the fact that it is an independent student community and also, does not foresee a traditional operation program although had taken the decision to be an association, in other words, it does not foresee formal programs with certain beginnings and ends. Architecture for All aims a network for architecture students. As an association, it works to offer and present the idea that initiatives of architecture students may be a non-governmental organization via its ideas and production, too. Another reason for dealing with Architecture for All is that it is experiencing the status of student to be a direct coordinator and executor in accordance with the flexibility of the concepts of teacher and learner which had been mentioned in the first place. The team, as a student formation, created its own independent area by coming out of the borders of faculty in order not to stay within the boundaries of the faculty of architecture. On the other hand, this area continuously exhibits a welcoming attitude to the education of architecture and the other actors of architecture. Architecture for All presents and introduces its primary objective as producing solutions to social problems faced across the country within the context of architecture and offering new prospects to the education of architecture. The formation starts to initiate the status of architecture to take more initiative for social problems during the phase of education which is another objective of the association with the participation of students. It is aiming to share the social problems of students and also to provide them an opportunity of reflecting their knowledge that they had gained in the school as theoretical information to practice. It considers and deals with this situation with a holistic perspective and aims to eliminate the distinction between theoretical education and practical education by not interpreting the situation as the students transit from theoretical education to practical education. While firstly intending to access architecture students, Architecture For All is open to all students for expanding its communication network. In the long run, for all students both to take contribution and to make use of, setting up student agencies in the universities and creating a communication network are two of the main objectives of Architecture For All. Architecture for All aims to be a long-term architectural researcher, practitioner, school and student and believes that this aim can be realized with an understanding of social architecture of which all sectors of society can benefit. Students do not accept themselves as executor and coordinator in all the work performed by them but as continuous learners. This situation make them and everybody open for rapid improvement during this process where everybody has the right to speak in equal conditions and does not encounter with obstacles. The voluntary type of the formation activates the participants to involve in this formation not because of necessity but voluntarily and make them to try different trials with this free will. The formation is extending the area of being active by being in communication and production with students and different actors continuously. Individual activities of students directly affect the spread of the state of being active, too. Individual basis communication provides students suggest freely as well as the collective works and thus varies kind of activities and expands the production area. As a result of the act of becoming acquainted with and coming together and continuous communication, initiatives of student formations and individual initiatives of architecture students participating in these formations intertwine and make the area of being active that is tried to be established by architecture students continuous and expandable. Different actors communicated by the architecture students form the intersection points which help the expansion of this area. Activity generated by becoming acquainted with and coming together and communication of individual initiatives of architecture students and the formations that they established by coming together creates a unique and independent area. This network is expanding more and more with each new architecture student reached within the continuity. The area of being active created by architecture students does not remain limited only with the architecture students. This area intersects with different factors both in the environment of architecture and social interventions and these intersections lead to the emergence of new areas and allow the opportunity for students to be active in these new areas. As societal troubles, needs and drives continue to exist, there will always be an urge to intervene by architectural students as members of the society. The field created by the voluntary act of students, have the necessary structure to bear the persistency of this urge. Since architectural students are approachable individuals, an accessible field ,enabling a fast and easy communication for every member of the society is yet to be defined The continuity of architecture students area of being active, taking initiatives, explore and experience is possible with the pass down to new generations. It is expected that the student formations which are ending after the graduate from the faculty of architecture to show the way up and set up to new formations as well as the formations which offer targets for the future to architecture students with long-term existence plan to be in continuous motion within themselves. To define the architectural students state of being active will introduce a voluntary, mobile and approachable group empowering architecture, architectural education and people. Architectural students belonging to this newly defined state, as they proceed to their future positions, by experiencing experimentation and discovery, by realizing the continuity of life-long education, will widen the scope of architecture and architectural education.