62 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy
across processes and states in search of a middle ground. As one of very few disciplines
capable of integrating competing values, it doesn’t need to be set out as a systematic
ground, or determined by one overarching quality. Our introduction of the category
of slowness is an attempt to contribute another side to architecture’s middle ground,
thereby intensifying the territory through which students and academics struggle to
find their way.
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References
1 On the Classical, etymological connection between play and culture see Eric Voegelin’s Order
and History Volume III: Plato and Aristotle, Dante Germino (Columbia: University of Missouri
Press, 2000), 313-. “After festivals with their songs and dances can have the effect of restor-
ing a paideia that is suffering from the hardships of life because these rituals are grafted on
paidia, that is, on the play of children. Hence paideia has to start from paidia.”
2 “Paideia, Periagoge, and Agathon, thus are intimately connected”. Ibid., 169. See also Eric
Voegelin, Order and History Volume V: In Search of Order (Columbia: University of Missouri
Press, 2000), 71.
3 In this context comparisons can be drawn with the way fast-food industries are countered by
the Italian ‘Slowfood’ movement.
This topic is a subtext of the unpublished doctoral work of one the paper’s authors, Darren
Deane (From Part to Element: Modernism, Materiality and Cultural Change University of Bath,
2006).
5 Eugene Dupréel, Théorie de la consolidation. Esquisse d’une théorie de la vie d’inspiration
sociologique (Brussels 1931), 38-9. As quoted in Gaston Bachelard, The Dialectics of Duration,
trans. Mary McAllester Jones (Manchester: Clinamen Press, 2000), 95-6. Gilles Deleuze and
Félix Guattari also identified the significance of Dupréel’s description of process as a sequence