Tom Wiscombe – Integrated Futures of the Built Environment

Above is an excellent lecture, but prepare some pop-corn, it is a long one…

It is incredibly inspiring, and intimidating when you come across someone who is exploring similar train of thought you may have been dabbling in for years. Inspiring as you get validation and stimulation from their work, and intimidating when they are executing it at a quantity and quality of output that is staggering. Tom Wiscombe, who I am embarrassed to have only recently discovered is exactly one of those amazing applied thinkers.

I also need to admit I have not spent nearly enough time processing all of the content, so apologies in advance if the following is a little fragmented – there are a lot of rabbit holes to explore.

Deconstructing the Built Environment

Image source Tom Wiscombe: The Radiant Hydronic House integrates internal thermal flow within the structure.

In class we deconstruct design territories into broad concepts in order to approach them through a variety of lenses.  As discussed previously, we challenge the concept of a wall by questioning it as a membrane or a shell, using language to unlock low-associative thoughts. Tom Wiscombe, it turns out has been doing this to great depth with some excellent insights into deconstructing labels in order to disrupt preconceived concepts. I hope you enjoy the quote below as much as I did when I first read it:

“It’s time to replace outmoded terms like “building services” and “mechanical systems“ once and for all… The notion of the “mechanical” brings us back to the industrial paradigm, rooted in a pre‐networked world. And lighting design has become little more than a fixture‐shopping experience. For now, maybe we can refer to these marginalized techno‐systems in a more refreshing way as airflow, fluid flow, and glow.”

Tom Wiscombe, Extreme Integration, Published in AD: Exuberance (ed. by Marjan Coletti), March, 2010

Airflow, fluid flow and glow, are just the tip of the technological, structural and formal concepts that Tom is extracting in order to functionally integrate technological mash-ups.

Let me share a couple of his projects that give context to what might be sounding a bit abstract right now:

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Design, Engineering, Science – Their Differences through the lens of Biomimicry

Is this holy trinity of innovation? Note: Am making sure that strategy and tactics are at the same hierarchy - I think that is critical.

I have had the opportunity to spend some time with amazing people over the last couple of weeks. These include everything from researchers in basic science laboratories looking for nature’s recipes, to architects working on enormous projects collaborating directly with engineers, and the never ending flow of creative students who keep willingly signing up for my design thinking experiments. At the risk of gross over simplification, I’m beginning to see some repeating patterns.

Vision, Strategy and Tactics – the holy trinity of innovation

I wrote about vision, strategy and tactical thinking when I first began this blog, but it has never really been out of my mind. Here is my current synthesis regarding what they mean to me;

  • Vision = WHY. These are the fundamental values that drive an individual or business forward, and ultimately form the framework to measure success.
  • Strategy = WHAT. This defines the opportunities within the vision, or the problems that must be solved, in order to achieve the vision.
  • Tactics = HOW. These are the pragmatic, executable actions that must be resolved in order to achieve the vision.
Innovation occurs when all three elements line up and are achieved. While the above explanation ridiculously simplifies an incredibly complex process, it has helped me frame design process and scientific research in context.

Design as Strategy, Science and Engineering as Tactics

Is anyone offended by the above generalizations? There are of course individuals or sub categories within disciplines that live more one one side than another... perhaps business should also sit on the left page, fitting in at the why/what stage

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Biomimicry is Not “Just” Biology Research

Superb diagram by Carla Gould and Jessica Ching - mapping out from hindsight the evolution of an 18 month biomimicry design project.

Having taught biomimicry for 6 years now, you’d think preparing for another wave of students would be relatively straight forward. In fact, it is probably more complex now that it ever has been before. Bruce Hinds (my co-teacher) and I have taught this enough times to be confident with the material, so much so that we are growing increasingly ambitious for meaningful projects to emerge from the class. Consequently, the question that drives the class has evolved from “how can we do biomimicry” to “where should we do biomimicry”. In other words;

What design topics should we tackle?

 Why is this a challenge?

Biomimicry is not “just” biology research. It also includes design research. While this might be obvious for some, there are many more who think the design insights should magically appear from thin air, with no need for context from the area of research. The reality suggests otherwise, and requires that in the limited time we have in the class room, our students need to cover twice as much ground. On one hand you think sounds straightforward, the students are in their higher years, and therefore have been exposed to a lot of design process already, but the reality is, introducing biology research adds a layer of healthy complexity to the design research and makes the whole process more time consuming (also pronounced “rewarding”).

And guess what, this is also the reason why businesses and design practices are not jumping vigorously on the biomimicry bandwagon; it’s hard work.

The good news about biology research

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