师说 | 建筑系教授Goran Ivo Marinovic：“公益设计”赋能低收入家庭
有这样一位建筑师，在美学设计时落脚“公益”，走出了不同的职业轨迹：他通过创造性和建筑技能为低收入家庭赋能，为弱势群体创造机会，也为实现自己“以用户为中心”的设计目标铺设了一条康庄大道……
本期“师说”栏目，我们邀请到建筑系的Dr. Goran Ivo Marinovic，和这位对建筑“向善”保持关注和热爱的教授聊一聊通过专业实践，不断为“社会平等”的理想加码的故事。
作为建筑系的一名优秀教授，您能向大家简单介绍一下您的专业领域吗?
项目主理人, “be pART” 场地制作节, 黑山共和国, 2018
建筑是一个很特殊的专业，因为它基于实践、隐性学习、理论或课本学习，非常强调学生的设计经验。通过本科和硕士课程，建筑专业的学生需要在工作室中解决设计问题，进行专业训练。在设计工作室这一特定的学习环境，学生们可以同时进行所有设计方面的工作。实现该目标的一个认识论模型以“墙”为装置，使学生能够进入并探索基本的设计理念和社会干预后果之间的辩证关系。学生借助这种设计方法，能够将项目视作开放的过程，在过程中把握特定情况的复杂性和模糊性。“墙”不应被理解为设计过程的最终产品，而应被理解为一个不断发展的作品，重排和连结设计过程的观察、注释、想法、图纸、错误各个部分，使之成为一个有意义的整体。“墙”成为了一种建筑营养的形式，一个错综复杂的谜题，引发争论，并帮助克服固定的想法。这种教学方法旨在让学生更好地理解建筑师的责任，加强设计过程的管理，提高他们对社会生活中建筑干预的重要性的认知。
您能分享一下您在塞尔维亚的经历以及主要收获吗?
在贝尔格莱德大学学习是我青少年时期经历的第一个重大变化。这段经历具有双重意义。首先，我离开了在黑山共和国的家和亲人，通过自己的努力在异国他乡安顿了下来; 其次，我第一次在一个新的文化环境中生活，适应完全不同的文化和社会。这两个变化都促使我保持开放的心态，继续探索新的文化。我坚信，大学是唯一一个让学生检验和测试他们的潜力，并为未来创造不同可能性的地方。在追求知识和未知文化的过程中探索新机会，这是我从塞尔维亚学到的人生经验，对此我深表感激。
我们注意到您在WKU任教之前曾在德国、智利和其他欧洲国家做过研究员。这段时间你有什么难忘的经历吗?
滑动查看Dr. Goran Ivo Marinovic过往作品
二维抑或非二维房屋, 自建项目, 黑山共和国, 2012
在德国慕尼黑工业大学担任研究员期间，我结识了许多国际知名建筑师和学者，与他们交流研究思想和生活经验。我还记得有一天我遇到了第一个土耳其移民的单亲母亲。那时我正和TUM的同事一起参与一个关于移民住房的研究项目。在一个逼仄的社区里，我遇到这位三个孩子的母亲。她谈到了在来到德国之前，作为移民在欧洲国家所遭受的痛苦，引发了她强烈的抑郁和社会焦虑。她的故事深刻影响了我，改变了我的职业轨迹。我之后进行美学设计时，更多地将重点放在“公益设计”，也就是以用户为中心、具有参与式的设计实践。从那时起，我的研究集中在设计如何通过创造力和实用建筑技能来教育和赋能低收入家庭。作为一名研究人员，我的目标是利用设计专业知识来发展社区伙伴关系，为弱势群体创造机会。对智利低收入家庭的研究中，我部分实现了这项研究计划。
近期，您发表了一些关于增量住房（incremental housing）政策和理论以及住房现象学（housing phenomenology）的论文。请简单解释一下您在“Foundation Budva”设计中解决的主要问题和想要达到的效果。
我对增量住宅的研究兴趣是将建筑实践与理论相结合，用于解析社区建筑、城市规划和住房政策。在政府资金的支持下，增量住房针对低收入家庭提供解决方案，可以帮助低收入家庭逐步定制自己的住房。在迈克尔格雷夫斯建筑与设计学院开始工作以来，我已经在SCI 收录的期刊上发表了两篇研究增量住房设计过程的文章。第一篇题为“拉斯·依格拉斯:定制化增量住宅改造的建议”，另一篇题为“归属地:增量住宅的解释现象学分析”。第一篇文章的重点是延长建筑师在设计增量式住宅方面的责任，并建议智利推动住房政策的改进。与之相反，第二篇文章以批判现象学的角度审视家庭房屋的所属权。这些出版物是我目前对温州、上海非正式住区研究的出发点。在中国，我的总目标是研究导致低收入人群和流动人口社会不平等的城市居住现象。
作为一名对研究有浓厚兴趣的教授，您与WKU的合作将对您的职业目标有何帮助?您认为研究对学校的重要性是什么?您可能会以何种方式参与研究过程?
迈克尔格雷夫斯建筑与设计学院 葛和凯大楼
我非常感谢温州肯恩大学所提供的智力启发和资源，为学生和学院争取卓越平台。温州市优美的环境、引人入胜的住宅地块、庞复的社会政治环境，是十分有利的研究环境。因此我认为，将教学与研究结合是温肯教育发展议题中不可或缺的一部分。我赞同瑞士洛桑联邦理工学院(EPFL)建筑学教授Jacques Jean-Pierre Lucan的说法，即教学是一种工具，可以为新的研究项目指明方向。将教学作为一种激发新的研究方法的工具，使我能够扩展我的专业领域，并找到新的实践方法。
我对学生的建议有三点：
1.找到你的关注点——公共建筑学院给予了你一些解决社会复杂问题的技巧。但在毕业后，你仍然需要继续学习新技能，在社会中找到自己的位置。
2.在学习新技能的时候，我建议不要单独学习——要经常与同学、朋友、熟人等其他人进行讨论和交谈。谈话越多，你的事业和世界观就会发展得越全面。
3.控制你的情绪——不要陷入消极的叙述中。今天，我们比历史上任何时候都看到了更多的负面故事。所以我建议远离消极的叙述，让自己集中精力。这种做法能让你成为更好的专业人士，并且强调“人之本性”。
Interview with Dr. Goran Ivo Marinovic, the School of Public Architecture, Michael Graves College
Goran Ivo Marinovic is a lecturer at Wenzhou-Kean University, in the School of Public Architecture at Michael Graves College. His practice-based research focuses on architectural strategies relevant to the construction of everyday life and in the way particular interventions can contribute to participative practices and social inclusion of citizens.
He has an extensive teaching experience: prior to joining Wenzhou-Kean University, he has taught at American University of the Middle East (Kuwait), Universidad de Las Américas Puebla (Mexico), and Keimyung University (South Korea). He has been a researcher at Technical University Munich (Germany), University of Chile (Chile), and other institutes in Europe.
His theoretical and practical research activities include the Policies and Theory of Incremental Housing, Phenomenology of dwelling, Theory of Social Sustainability, and Ecology of Modern Architecture. He has also achieved urban design proposals through managing “Foundation Budva,” an NGO responsible for insisting on place-making projects in Montenegro.
Q1: We know that you are an excellent lecturer in the Department of Architecture. Could you please briefly introduce your major field to students from other majors?
A1: Architecture is a specific major since it is based on practical or tacit and theoretical or textbook learning with a strong emphasis on students' design experience. Through Bachelor's and Master's programs, architectural students go through training by solving design issues in the studio environment. The design studio provides a specific learning environment enabling students to work with all design aspects simultaneously. One epistemological model of archiving this aim is the use of the wall as a device that enables students to enter into and explore the dialectical relation between the basic design idea and the social consequences of their intervention. This design methodology enables students to perceive the project as an open-ended process where they can grasp the complexity and ambiguity of a particular situation. The wall is not to be understood as an end product of the design process but read as a constantly evolving piece, allowing observations, notes, ideas, drawings, and mistakes throughout the design process to be rearranged and connected within a meaningful whole. The wall becomes a form of architectural nourishment, an intricate puzzle that induces debate and helps overcome unchanging ideas. This teaching method aims to prepare students to better understand the architect's responsibility, enhance the design process's management, and raise their awareness of the importance of architectural interventions in social life.
Q2: Could you share your experience in Serbia? Can you briefly share your main gains?
A2: Studying at the University of Belgrade was the first significant change I underwent as an adolescent. This change had a twofold significance. First, I left home and family in Montenegro and tackled homelessness, and second, I underwent culture and social adaptation by living in a new cultural setting for the first time. Both of these changes motivated me to stay open-minded and to continue exploring new cultures. I firmly believe that University is the only place that allows students to examine and test their potential and create different possibilities for the future. This search for new opportunities embedded in the pursuit of knowledge and unknown cultures is something I took from Serbia, and I am thankful for these life lessons.
Q3: We noticed that you worked as a researcher in Germany, Chile, and other European countries before you started teaching at WKU. Do you have any unforgettable experiences during this time?
A3: During my work as a researcher at Technical University Munich (TUM) in Germany, I met many internationally known architects and academics whit whom I exchanged research ideas and living experiences. I still remember a day when I met the first single mother immigrant from Turkey. With colleagues from TUM, I was involved in a research project dealing with immigrants' housing, and in a tiny neighborhood, I met a mother of three children who talked about suffering as a migrant through European countries before arriving in Germany, which triggered in her intense depression and social anxiety. This story substantially impacted me and redirected my career path to deal somewhat with aesthetic issues and more with "public interest design," a user-centered and participatory design practice. Since then, my research has focused on how design can educate and empower low-income families through creativity and practical construction skills. My aim as a researcher is to utilize design expertise to develop community partnerships and create opportunities for vulnerable groups. This research agenda was partially realized during my research of low-income households that inhabit incremental housing in Chile.
Q4: We notice that you have published some papers on incremental housing policy and theory and housing phenomenology. I would like to ask you to briefly explain the main problems solved and the effect you want to achieve in your "Foundation Budva" design.
A4: My research interest in incremental housing connects architectural practice and theory and is analytic with community architecture, urban planning, and housing policies. Incremental housing, supported by governmental funding, denotes a solution for low-income families where they can gradually customize their dwellings. Since the beginning of my work at Michael Graves College, I have published two articles that examine the incremental housing design process in SCI-indexed Journals. The first article is titled "Las Higueras: An Overture to the Alternation of Customising Incremental Houses", and the other is "Belonging to Place: Interpretative Phenomenological Analysis of Incremental Housing". The first article focuses on extending the responsibility of architects involved in designing incremental housing and proposes changes in Chilean housing policy. In contrast, the second manuscript uses critical phenomenology lenses to examine households' belongings to their house. These publications are the point of departure for my current research of informal settlements in Wenzhou and Shanghai. My research aim in China is to study urban residential phenomena that drive social inequality among low-income populations and migrants.
Q5: As a professor who has a strong interest in research, in which way your upcoming collaboration with WKU might be contributory to your career objective? How do you think of the importance of the research to a school, and in which way you might be involved in the process?
A5: I appreciate Wenzhou-Kean University's intellectual stimulation and resources with its platform to strive for excellence both for the students and the colleges. The exquisite environment of Wenzhou, intriguing housing sites, and the complex socio-political context of residential districts are fulfilling research environments. With this in view, I believe that intertwining teaching and research is indispensable for the development educational agenda of WKU. I follow the statement of Jacques Jean-Pierre Lucan, Professor of Architecture at EPFL – the Swiss Federal Institute of Technology in Lausanne, that teaching is a tool for indicating new research projects, not the other way around. Approaching teaching as a tool for inciting new research methods enables me to extend my field of expertise and find new ways of practical implementation of my studies.
Q6: In terms of long-term development, do you have any academic advice for WKU architecture students?
A6: My advice to students is contained in three points:
1. Find your focus – the School of Public Architecture gave you some skills for tackling society's complex issues. However, after graduation, you need to continue building new skills and find your place in society.
2. While building new skills, I recommend not to do it alone – always engage in discussion and conversation with others (peers, friends, acquaintances, etc.). The more conversation you have, the better you will develop your career and worldview.
3. Control your emotions – do not get sucked into the negative narrative. Today, more than any other time in history, we are presented with many negative stories. I whammy suggest you stay away from negative narratives and keep yourself focused. This practice will make you a better professional and emphasize "Human, All Too Human" qualities.
关于Goran Ivo Marinovic, 博士
Goran Ivo Marinovic是温州肯恩大学迈克尔格雷夫斯建筑与设计学院的讲师。他基于实践的研究侧重于与日常生活建设相关的建筑策略，以及特定的干预措施如何促进公民的参与性实践和社会包容。
他有丰富的教学经验：在加入温州肯恩大学之前，他曾在中东美国大学（科威特）、普埃布拉美洲大学（墨西哥）和启明大学（韩国）授课。他曾在慕尼黑工业大学（德国）、智利大学（智利）和欧洲的其他机构担任研究员。
他的理论和实践研究活动包括增量住房的政策和理论、居住现象学、社会可持续性理论和现代建筑生态学。他还通过管理 "布德瓦基金会 "实现了城市设计建议，该基金会是一个非政府组织，负责在黑山共和国坚持开展场所建设项目。
英文 | Goran Ivory Marinovic
中文 | 钟毅林
文稿编辑 | 傅小桐 项温蔚
制作 | 项温蔚
初审 | 项温蔚
终审 | 叶铖茜
责编 | 媒体中心