איסו חלק 2

Radius 100 Model | Theory

Additional themes that contributed to the understand-

policymakers; Churchman’s contribution to understand-

ing of sense of place and place attachment unfold

ing city spaces through a reading of environmental psy-

nature attributes such as flora & fauna or non-nature

chology followed-up by an emphasis on the importance

attributes such as material & visual culture and built

of social justice concerning spatial inequalities relating

and architectural environment. A notable in depth-layer

specifically to marginal groups in urbanism10; Hatuka’s

is added by including expressions of environ symbolism

work on looking at the city as an experimental territory

and myth, and historical-cultural memory flow.

when exploring the ‘sense of place’ as a an immanent part of self/group social construction of loci habitus11 and Yacobi on uncovering space memory and dispossessed groups and communities12.

These baseline theories support the model’s agenda of understanding social design as a frame for design projects involvement in the various aspects of city life as an integral aspect of creating a contextual knowledge of people and place.

Jane Jacobs, 1961 The main issues proposed by these core theories are also contextualised locally by focusing on Israeli environ-specific theories, such as Fenster’s work on the question, ‘Whose city is this?’9 debating bottom-up knowledge offering a viable component for city

9 Fenster, 2012.

10 Churchman, 2002.

11 Hatuka, 2013 12 Yacobi, 2011.

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Smellscape, McLean, 2011 Soundscape, McHutchison, 2009

Forest of smell, polak, 2019

Psychogeographic Map, Fassler, 2008

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Radius 100 Model

Site-methodology Site-methodology aims to apply our perception of the

4. Working by creative and informed intuition exper-

usability of theory as an effective principle in the praxis

imental frames based on the reflexive and reflective

of knowledge. The methodological mode focuses

evaluation of research and practice-based findings.

on integrating three (3) main methodological steps:

human-based field research, design inquiry and explo-

5. Design inquiry methodologies for understanding

ration, creative thinking and experimental blueprints

of sites such as brief-led research, design hackathon

as a cohesive step-stage process for advancing social

and ‘walk and talk’ methodologies. Furthering Design

entrepreneurships in city sites.

inquiry by pitching social design explorative proposals to professional stakeholders, communities and city

Five (5) main methodological step-stages are

activists cooperatives as an advantageous profes-

frame-worked:

sional brief for designing people’s right for empathic cities.

1.

City spatial analysis by applying situationist’s Dérive

drift walking and Lynch’s Imageability (self & team

These various documented step-stages infuse a

work) in re-imagining and reimaging possible social

diverse pool of intensive methodological processes in

narrations of site-specific neighbourhoods.

redefining ‘space as (a) place’.

2. Mapping possible social design action interven-

tions supported by people-place field thick-description of participatory research findings: thematic analysis guide-lining observations, interviews, narrative analysis, conclusions and insights.

3. Researching axis of senses by walkability, soundscape’s sound walks, material textures exploration, visual materials, historical and contemporary data.

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Radius 100 Model - Site-methodology

Food Hackathon, Derive, 2018-19 [1]

Design inquiry & experimental innovation, 2017-18 [2]

Site-participatory research & Design, 2020-21 [3]

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Walk & talk, Musrara 2024-25

Imageability, 2021-22 [4]

Imageability, 2019-20 [5]

Derive, 2020-21 [6] Derive, 2020-21 [7]

Ismail Faroun, Nag’ham Copty, 2017-18 [8]

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Radius 100 Model

Cross-Disciplinary Design Charrettes Adopting cross-disciplinary methods as a leading

3. Cross-disciplinary teams offered various design

concept for design charrettes triangulates theory,

skill-sets presenting a wide range of design toolkits

site-methodology and applied tools with:

that enabled co-knowledging design practices, mutual team learning and innovative infused social design

1.

Participatory research approach that emphasises

propositions.

bottom-up knowledge based on qualitative dialogues with city activists, social and municipal entrepreneur-

* Another aspect of Cross-Disciplinary Design char-

ships and local communities

rettes is reflected by the digital book itself as it presents a methodological process of triangulated diverse

2. Combined knowledge via cloud platforms for the

bodies of knowledge and so offering another cycle

students and with their participation that encour-

of dialoguing social design in academia and beyond

aged knowledge-crossing by sharing textual, visual

academia.

and material concepts. Additional knowledge crossing was achieved by an evolving exclusive library for our action seminar via google drive platform. The online library expanded knowledge context derived from various forms of theme inquiries based on academic and popular articles, catalogues, blog knowledge, visual audio lectures and film issues introducing new social design forms and solutions. Creating an inclusive cloud-library balanced between design student`s tendency for preferring visual sources and the need for a layer of informed textual research.

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