ABSTRACT

This paper synthesises theory and practice literature to define a new type of learning space: emergence studios. Emergence studios incorporate iterative, collaborative, and creative elements into graduate education in the social sciences. While some disciplines have a long history of studio spaces and others have begun to implement applied spaces like makerspaces and digital humanities labs, the social sciences rarely offer spaces for application and imagination. Some programmes are exploring how to foster a learning environment where students work together to imagine structures for addressing systemic issues, what I term ‘emergence studios’. The principles of emergence studios are explored through theoretical concepts (empathetic, experiential, and ecological) and current practices (makerspaces, digital humanities laboratories, and design studios). Then, this paper uses worldbuilding techniques to outline a new type of experiential classroom space that acknowledges the complexity of our interconnected world and the need for learning that cannot be predetermined by learning objectives. By exploring related literature, this article defines an evolving practice and provides a starting point for further exploration.

摘要

本文综合理论和实践文献来定义一种新型的学习空间：涌现工作室。新兴工作室将迭代、协作和创造性元素融入社会科学研究生教育中。虽然一些学科在工作室空间方面有着悠久的历史，而另一些学科已经开始实施应用空间，如创客空间和数字人文实验室，但社会科学很少提供应用和想象空间。一些项目正在探索如何营造一种学习环境，让学生一起想象解决系统性问题的结构，我称之为“新兴工作室”。通过理论概念（移情、体验和生态）和当前实践（创客空间、数字人文实验室、和设计工作室）。然后，本文使用世界构建技术概述了一种新型的体验式课堂空间，它承认我们相互关联的世界的复杂性以及学习目标无法预先确定的学习需求。通过探索相关文献，本文定义了一种不断发展的实践，并为进一步探索提供了一个起点。