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Re-Constructing the Political and Educational Contexts of the Metu Project

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Re-Constructing the Political and Educational Contexts of the Metu Project RE-CONSTRUCTING THE POLITICAL AND EDUCATIONAL CONTEXTS OF THE METU PROJECT A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF NATURAL AND APPLIED SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY DERYA YORGANCIOĞLU IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ARCHITECTURE SEPTEMBER 2010 Approval of the thesis: RE-CONSTRUCTING THE POLITICAL AND EDUCATIONAL CONTEXTS OF THE METU PROJECT submitted by DERYA YORGANCIOĞLU in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Department of Architecture , Middle East Technical University by, Prof. Dr. Canan Özgen _______________ Dean, Graduate School of Natural and Applied Sciences Assoc. Prof. Dr. Güven Arif Sargın _______________ Head of Department, Architecture Assoc. Prof. Dr. Emel Aközer _______________ Supervisor, Department of Architecture, METU Prof. Dr. Vacit İmamoğlu _______________ Co-Supervisor, Department of Architecture, METU Examining Committee Members: Prof. Dr. Haluk Pamir _______________ Department of Architecture, METU Assoc. Prof. Dr. Emel Aközer _______________ Department of Architecture, METU Prof. Dr. Gülsüm Baydar _______________ Department of Architecture, Izmir University of Economics Prof. Dr. İlhan Tekeli _______________ Department of City and Regional Planning, METU Prof. Dr. Suha Özkan _______________ Department of Architecture, METU Date: 17.09.2010 I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : DERYA YORGANCIOĞLU Signature : iii ABSTRACT RE-CONSTRUCTING THE POLITICAL AND EDUCATIONAL CONTEXTS OF THE METU PROJECT Yorgancıoğlu, Derya Ph.D., Department of Architecture Supervisor: Assoc. Prof. Dr. Emel Aközer Co-Supervisor: Prof. Dr. Vacit İmamoğlu September 2010, 286 pages This dissertation focuses on the roles played by the United Nations experts Charles Abrams and G. Holmes Perkins in the foundation of METU Faculty of Architecture. It aims to highlight the ideas and ideals that informed Abrams’s and Perkins’s METU projects, and to delineate an integrative and multifaceted picture of their political and educational contexts. This picture may serve as a basis for future researches on the institutional and educational histories of METU Faculty of Architecture. It may also help to better understand the contributions of other administrators and instructors -- including First Acting Dean Thomas B. A. Godfrey and Dean Abdullah Kuran -- who played important parts in the formation of the educational direction of the Faculty. Abrams, as a United Nations consultant, paved the way for the foundation of METU Faculty of Architecture by recommending a school of architecture and community planning in Ankara, for the education of professionals competent in responding to the problems caused by rapid industrial expansion and urbanization. Perkins contributed to the foundation process of METU Faculty of Architecture. As the head of the team of experts from the University of Pennsylvania School of Fine Arts, who were sent by the United Nations to Ankara in 1955, he advised the Government of Turkey on “the creation of a Faculty of Architecture, a iv Faculty of City and Regional Planning” and two research institutes, as a first step towards an institution of university rank, and with a view to promoting “a newer, more practical and modern approach to architecture and urban planning” in Turkey. In this dissertation, Abrams’s and Perkins’s METU projects constitute a starting point for exploring significant themes in the changing political and educational trajectories in America in the mid-twentieth century. The influence of different interpretations of the notions of democracy, individuality and society on technical assistance, urban development policies and architectural education is also investigated. Abrams’s professional and academic position as a “reflective practitioner” is appraised in the light of John Dewey’s concepts of democracy, democratic education and “reflective thinking.” The changing professional and societal roles of the architect and the changing demands upon architectural education in the 1950s framed the background of Perkins’s educational approach. The reappraisal of liberal education as part of professional education of the architect, the rising significance of an interdisciplinary pedagogical approach, and the development of “organized research” in architecture were among the major themes shaping new orientations in the field of architectural education in America in those years. In the dissertation, the lasting validity of these themes for today is highlighted. Key Words: METU Faculty of Architecture, Charles Abrams, G. Holmes Perkins, history of education, history of architectural education, United Nations Technical Assistance Program, education and society. v ÖZ ODTÜ PROJESİNİN SİYASAL VE EĞİTİMSEL BAĞLAMLARININ YENİDEN İNŞASI Yorgancıoğlu, Derya Doktora, Mimarlık Bölümü Tez Yöneticisi: Doç. Dr. Emel Aközer Ortak Tez Yöneticisi: Prof. Dr. Vacit İmamoğlu Eylül 2010, 286 sayfa Bu tez, Birleşmiş Milletler uzmanları Charles Abrams ve G. Holmes Perkins’in ODTÜ Mimarlık Fakültesi’nin kuruluşunda oynadıkları rollere odaklanmıştır. Abrams’ın ve Perkins’in ODTÜ projelerine şekil veren fikirleri ve idealleri öne çıkarmayı ve bu fikirlerin ve ideallerin siyasal ve eğitimsel bağlamlarına dair bütüncül ve çok yönlü bir resim çizmeyi amaçlar. Böyle bir resim, ODTÜ Mimarlık Fakültesi’nin kurumsal ve eğitimsel tarihleri konularında gelecekte yapılacak araştırmalara bir temel oluşturabilir. Thomas B. A. Godfrey ve Abdullah Kuran gibi, Fakülte’nin eğitimsel çizgisinin oluşmasında önemli rol oynayan diğer yönetici ve eğitimcilerin katkılarının daha iyi anlaşılabilmesine de yardımcı olabilir. Bir Birleşmiş Milletler danışmanı olarak Abrams, hızlı sanayileşme ve kentleşmenin neden olduğu problemlere yanıt verme konusunda yetkin profesyonellerin yetiştirilmesi için Ankara’da bir mimarlık ve yerleşim planlaması okulu önererek, ODTÜ Mimarlık Fakültesi’nin kuruluşuna zemin oluşturmuştur. Perkins, ODTÜ Mimarlık Fakültesi’nin kuruluş sürecine katılmıştır. Birleşmiş Milletler tarafından 1955 yılında Ankara’ya gönderilen Pennsylvania Üniversitesi Güzel Sanatlar Okulu’nda görevli uzmanlar ekibine başkanlık yapmıştır. Türkiye’de “mimarlık ve kentsel planlama alanında daha yeni, daha pratik ve modern bir yaklaşım”ın geliştirilebilmesi için ve üniversite seviyesinde bir kuruma vi yönelik ilk adım olarak, dönemin Türk Hükümeti’ne bir Mimarlık Fakültesi’nin, Şehir ve Bölge Planlama Fakültesi’nin ve iki araştırma merkezinin kurulması yönünde tavsiyede bulunmuştur. Bu tezde Abrams’ın ve Perkins’in ODTÜ projeleri, Amerika’da yirminci yüzyıl ortalarında değişen siyaset ve eğitim rotalarında ön plana çıkan temaları keşfetmek için bir başlangıç noktası oluşturmuştur. Demokrasi, birey olma ve toplum kavramlarına getirilen farklı yorumların, teknik yardım, kentsel kalkınma politikaları ve mimarlık eğitimi bağlamlarındaki etkisi araştırılmıştır. Abrams’ın bir “reflektif uygulamacı” olarak mesleki ve akademik konumu, John Dewey’in demokrasi, demokratik eğitim ve “reflektif düşünme” kavramları ışığında değerlendirilmiştir. Perkins’in eğitimsel yaklaşımının arka planını, 1950’lerde mimarın değişen mesleki ve toplumsal rolü ve mimarlık eğitimine dair değişen beklentiler çerçevelemiştir. Liberal eğitimin mimarın mesleki eğitiminin bir parçası olarak yeniden değerlendirilmesi, disiplinler arası pedagojik yaklaşımın artan önemi ve mimarlıkta “sistemli araştırma”nın gelişmesi, Amerika’da mimarlık eğitimi alanında o yıllarda ortaya çıkan yeni yönelimleri şekillendiren başlıca konular arasında olmuştur. Tezde, bu konuların bugün de önemini koruduğu vurgulanmıştır. Anahtar Kelimeler: ODTÜ Mimarlık Fakültesi, Charles Abrams, G. Holmes Perkins, eğitim tarihi, mimarlık eğitimi tarihi, Birleşmiş Milletler Teknik Yardım Programı, eğitim ve toplum. vii To my father, who is a figure of inspiration for me owing to his intellectual curiosity, search for truth, and diligence viii ACKNOWLEDGEMENTS There are many individuals to whom I want to acknowledge my debt and appreciation for their contribution to the realization of this project. First and foremost, it would not have been possible to finish this dissertation without the support and invaluable contribution of my supervisor Assoc. Prof. Dr. Emel Aközer. She provided the foundation on which this dissertation has been erected. Her insightful critiques enhanced the scope, structure and coherence of the study. Her scholarly attitude, enthusiasm and trust continue to guide me through my ongoing intellectual journey. I want to express my deepest gratitude to my co-supervisor Prof. Dr. Vacit İmamoğlu for his generosity with his time and careful readings of the drafts of this dissertation. His insightful comments shed light on my study from its preliminary phases to its end. The invaluable contributions of members of the examining committee should be gratefully acknowledged. I owe Prof. Dr. Gülsüm Baydar debt for her insightful comments that gave my thinking direction at key moments and directed my attention to argumentative clarity. I want to express my gratitude to Prof. Dr. Haluk Pamir for his continual encouragement as well as his valuable suggestions. Prof. Dr. İnci Aslanoğlu, Prof. Dr. Sevgi Aktüre and Assoc. Prof. Dr. Belgin Turan Özkaya
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