ARCH7291_Problematique_2025-09-05-thesis

mla studio 2

1. FRAMES> The Probl é matique Guest Lecture, William Shivers From observations, positions, and interests to a “problématique” Workshop 02, The Problem-Field 1 Problématique (n) + Problematize (v) probl é matique 指与某主题相关的一组复杂问题的综合体，作为研究的理论框架； problematization 是将主题及其定义、范围与前提置于质询与解构的过程，旨在形成更清晰的研究议题与分析路径。

2. Oxford English Dictionary, 2023 2 Problématique (n) The complex of issues associated with a topic, considered collectively . This term is associated with the Club of Rome to describe the complex and intertwined set of problems (environmental, social, cultural, technological) needing sustained attention (Park, 2007). The problématique does not mean ‘problem ’ but rather is a conceptual framework that refers to a set of questions, issues, theoretical perspectives, assumptions, etc. that may structure a research inquiry .

3. 3 Problematization is the process of interrogating and deconstructing a topic, its definition, scope, assumptions, etc.

4. Why Problematize? Can’t we just solve problems? When thesis projects succeed , it is because they address a problem we may not have fully been aware of, but which we now certainly care about, in unexpected, economical, but logical ways. A thesis fails when: Problem/solution is obvious, addressed by best practices, which haven’t been acknowledged. Overbroad Scope: problem is not constrained (no boundary definition): Problem raised not positioned in Landscape Architecture: “My project is about solving homelessness” 4 Epistemology (n): The theory of knowledge and understanding, esp. with regard to its methods, validity, and scope, and the distinction between justified belief and opinion -“Epistemology, N.” Oxford English Dictionary , Oxford UP, July 2023, 认识论 | 認識論 Solution in search of a problem: “I want to design a floating park” Stakeholder invisibility: “Activate the waterfront” with no identified users, beneficiaries, or potential displacements. Dichotomies not Systems No costs or conflicts: “blue sky”

5. Wicked Problems There is no definitive formulation of a wicked problem. Wicked problems have no stopping rule. Solutions to wicked problems are not true-or-false, but good-or-bad. There is no immediate and no ultimate test of a solution to a wicked problem. Every solution to a wicked problem is a ‘one-shot operation’; because there is no opportunity to learn by trial-and-error, every attempt counts significantly. Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan. Every wicked problem is essentially unique. Every wicked problem can be considered to be a symptom of another problem. The existence of a discrepancy representing a wicked problem can be explained in numerous ways and the choice of explanation determines the nature of the problem’s resolution. The planner has no right to be wrong. 5 Rittel , H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences , 4(2), 155–169.

6. Wicked Problem Finitude – understood as limitations on capacity (emergencies of time, cognitive limitations etc.) Complexity – with uncertainty and irreversibility being embedded in the ‘complex-systems nature of the world’ Normativity – usually referred to human values and norms. Quoted by Pietryzk 2022(p. 6) from Farrell, R., & Hooker, C. (2013). Design, science and wicked problems. Design Studies , 34 (6), 681–705. 6

7. Workshop 02_Problem-field Strategies Generate Critical Research Topic/Interest Selection (10 min.) Team Tasking (5 min) Brainstorming in Task Areas (25 min) SYNTHESIS: Drawing/Mapping/Diagramming (20 min) Discussion (30 min) Quoted by Pietryzk 2022(p. 6) from Farrell, R., & Hooker, C. (2013). Design, science and wicked problems. Design Studies , 34 (6), 681–705. 7

8. Research Topic/Interest developed from Assignment 01, or that you are currently interested in COMBINE at least two of these categories of catalyst. For example, " I am interested in this ISSUE + this TERRITORY " or " I would like to make this CONTRIBUTION for that ISSUE " Fit on a single A6 Quoted by Pietryzk 2022(p. 6) from Farrell, R., & Hooker, C. (2013). Design, science and wicked problems. Design Studies , 34 (6), 681–705. 8

9. TASK Groups 9 EFFECTS SYSTEMS CAUSES FRAMES DISCOURSE (LA) What are the Impacts of your problem? What constitutes your problem, how does it behave? What are the Causes of your problem? How is your problem understood? What are the key problematics in Landscape Arch. now? What symptoms are observed, and what outcomes actually matter? What impacts emerge? Who is affected, where, and when; how are impacts distributed? What co-benefits, trade-offs, and unintended effects might occur? What components make up the system, and how are they connected? How materials, resources, flows move through the system? Who are the actors/institutions; what rules and incentives guide them? Where are feedbacks, uncertainties, and dependencies? What immediate pressures trigger problem events? What underlying drivers produce those pressures? What mechanisms link causes to effects? Who defines this as a problem, and for whom? What terms, metaphors, and narratives shape understanding? What histories shape today’s framing? Which debates are shaping agendas right now, and what is contested within them? Who advances each discourse (academia, practice, policy, industry, communities), and whose voices are missing? What terms are doing heavy lifting (e.g., resilience, nature-based, equity), and how are they defined and measured? Where are the core tensions What geographies and histories are centered or erased in these narratives? Symptoms vs. outcomes Distribution by group/place (equity lenses) Unintended/downstream/out-of-boundary effects Temporal patterns (daily, seasonal, episodic) Physical/material elements and infrastructures Stocks/flows (water, energy, people, money, information) Actors, institutions, roles, power, and capacity Spatial/temporal scales, lags, and seasonality Feedback loops (reinforcing/balancing), thresholds, non-linearities Boundaries and interfaces with other systems Proximate causes/pressures (human activity, design, operations, behaviors) Underlying drivers (land use, economics, governance, culture) Incentives, rules, funding formulas, and accountability Definitions and key terms (including contested meanings) Metaphors, narratives, and problem–solution pairings Disciplinary lenses, dominant theories, and professional conventions Policy frames, codes, standards, and funding criteria Values, equity concerns Historical trajectories and what the frame makes visible/invisible

10. SYNTHESIS: Drawing/Mapping/Diagramming Use workshop material to organize layers of your ideations and problematization work. Represent scope, scale, inside outside, boundary, context Organize by causality, theme, cluster, temporality Draw links , loops, feedback, influence/dependency Use color, avoid vague connections Visual Complexity: Mapping Patterns of information, entitled ‘The Syntax of a New Language’. 10

11. Ayele , Girma & Hayicho , Hussein & Alemu, Mersha . (2019). Land Use Land Cover Change Detection and Deforestation Modeling: In Delomena District of Bale Zone, Ethiopia. Journal of Environmental Protection. 10. 11 Problem Tree & Iceberg Diagram Analytical tools to understand complexity by charting hidden (“roots” and “underwater” components) https://acutt.medium.com/thinking-of-trees-not-icebergs-8880bb0211c9

12. The multilevel perspective (Geels and Schot , 2007: 401) 12 rooted in systems thinking; understand complexity in systems of interacting elements. Interaction between scales/domains. MLP about transitions, RP about change. Source: elabor8.com.au Multi-level Perspective & Rich Picture

13. Emergent Futures Lab_https ://emergentfutureslab.com/newsletter/vol-72-problems-emergence-worlds-chat-gpt-and-creativity 13 But…you are designers…GO BEYOND, CREATE NEW ONES!

14. 14 PROBLEM 1 (Clubs) PROBLEM 2 (Spades) PROBLEM 3 (Diamonds) DISCOURSES (Aces) EFFECTS: Symptoms, Impacts, Outcomes, Results K♣️ K♠️ K♦️ A♥️ Q♣️ Q♠️ Q♦️ A♣️ J♣️ J♠️ J♦️ A♠️ SYSTEMS: Physical/Material, Infrastructural, Actors, Stakeholders, Tools, Datas 10♣️ 10♠️ 10♦️ A♦️ 9♣️ 9♠️ 9♦️ 8♣️ 8♠️ 8♦️ CAUSES: Pressures, Drivers, Underlying Issues 7♣️ 7♠️ 7♦️ 6♣️ 6♠️ 6♦️ 5♣️ 5♠️ 5♦️ FRAMES: Assumptions, States, Theories, Policies, Practices, Biases 4♣️ 4♠️ 4♦️ 3♣️ 3♠️ 3♦️ 2♣️ 2♠️ 2♦️ CRITICS/DISRUPTORS/ ADVOCATES: K♥️ Q♥️ J♥️

15. Assignment 02: Problem-field Diagram Due, 23 September, 10pm (2 wks ) This is an individual assignment. Using an issue/situation derived from Assignment 01 or after, this assignment asks you continue the process of detailed enquiry into your preferred topic to develop a ‘problématique’ and illustrate it through a diagram that will organize later inquiry. Your illustration should include both framing and system parameters: ‘framing’ parameters that impact how the problem is understood, particularly by public or disciplinary audience (practices, concepts, conventions, definitions, perspectives, theories. . .) ‘system’ parameters that describe a problem’s components and behaviour (physical, material, and infrastructural elements, scales of impact, external drivers, key relationships, institutions. . .) Cause/effect relationships, or assemblage/outcomes diagram Your illustration should be a single composite illustration that fits on an A2 sheet. Consider how advanced graphic techniques (overlays, insets, annotations, isolines, scales) can communicate complexity, such as hierarchy, relationships, time, real/virtual, etc . Make use of color, gradient, line-style, and labels to control categories/layers of information. You will submit a single PDF to Moodle (FAMILY Given Name_ARCH7291_A02.pdf) by the deadline and print a copy for exhibition in class on the following day. Students will be called at random to present their Problem-field Diagrams to the class for discussion. 15

16. Assignment 02: Problem-field Diagram TIPS: This is not a mind-map or flow chart. This diagram is meant to be structured and graphically processed to a level suiting your training! Boundary is important. Boundary has to be created between Frame and System, but this may be interrogated by agency, definitions, etc. Your diagram should incorporate aspects of system/framing and cause/effect. Abundance is good for this exercise, but content should be organized in systematic ways according to dominance, influence, scale, etc. (multi-perspective mapping) Research various diagrammatic practices used to diagram problems and describe complexity ASSESSMENT CRITERIA: Depth of problematization process/outcomes Relevance, Boundary, Hierarchy, Behaviour Clear graphics and logical/creative illustration of complexity 16

17. Unknown, Pinterest 17 Jencks’ Theory of Evolution

18. Unknown, Pinterest 18 Portfolio of professional and autonomous,by Osvald Landmark Colombia GSAPP, 2011 Chang + Gandara

19. “Posing a problem is in fact discovering a certain distribution of the important and the irrelevant, of the singular and the trivial.” 19