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This research aims to analyse the development of a multiculturalist discourse in European postwar architecture (1950s-1960s). It focuses on the work of the Dutch architect Aldo van Eyck (1918-1999), who built his theoretical framework by merging modern architecture, prewar avant-garde and the artistic production of non-Western cultures. The Otterlo Circles, presented by Van Eyck during the last CIAM (1959), were an attempt to synthesize a complex design methodology based on a concept of time inherited from James Joyce. After introducing the postwar architectural context of his time, we take the writings of Carola Giedion-Welcker, Van Eyck's mentor in Zurich, as a starting point for a conceptual analysis of his essays. The three official versions of the Otterlo Circles are then presented, suggesting an unofficial fourth version: Van Eyck's house in Loenen aan de Vecht, which will be interpreted as a Collection of experiences-objects-memories. The house and its objects will be used as an initial step to unpack how global travel and art collecting sustained a non-universalist view which gave rise to a profound reconceptualization of architecture. By using the Otterlo Circles, Van Eyck's work appears as the result of a reconciliation of many different cultures, discovered through travels and reading. The keys to understanding his designs are to be found in his house, in the multicultural Collection of objects and strategies he used to build his personal discourse. Following this research, Van Eyck's own house stands out as a necessary place to start any analysis of his work. This research, for the first time, attempts a conceptual explanation of the Otterlo Circles, exploring its theoretical implications for architectural design. Moreover, it develops a novel analysis of his home in Loenen, not only as an architectural project, but as a device intersecting with objects, inhabitants and spatial concepts, a holistic approach to the analysis of domesticity.

This paper reports on the primary school design processes carried out around the 1940s in the County of Hertfordshire in Great Britain, which later evolved into innovative strategies developed by Mary and David Medd in the Ministry of Education from the late 1950s. The whole process, undertaken during more than three decades, reveals a way of breaking with the traditional spatial conception of a school. The survey of the period covered has allowed an in-depth understanding of how learning spaces could be transformed by challenging the conventional school model of closed rooms, suggesting a new way of understanding learning spaces as a group of Centres rather than classrooms. Historians have thoroughly shown the ample scope of this process, which involved many professionals, fostering a true cross-disciplinary endeavour where the curriculum and the learning spaces were developed in close collaboration. A selection of schools built in the county has been used to typologically analyse how architectural changes began to arise and later flourished at the Ministry of Education. The Medds had indeed a significant role through the development of a design process known as the Built-in variety and the Planning Ingredients. A couple of examples will clarify some of these strategies, revealing how the design of educational space could successfully respond to an active way of learning.

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Este artículo analiza las fotografías tomadas de la casa de Aldo van Eyck en Ámsterdam y se propone su reconstrucción. Se utilizan las fotografías cuidadosamente preparadas de J. Versnel para recomponer la biografía conceptual del arquitecto. Con su ayuda se describe la casa como campo de pruebas en el que el arquitecto experimenta por primera vez con estrategias que le acompañarán a lo largo de su trayectoria: policentrismo, relatividad, psicogeografía. El proyecto, realizado a la vez que el primer playground de Aldo van Eyck en Bertelmanplein (1947) inaugura un método de trabajo que parte del encolado de fragmentos autónomos y avanza hacia una red de relaciones de reciprocidad. Posteriormente se completan las fotografías ya publicadas con una serie de bocetos y negativos inéditos. Con todos ellos se reconstruye brevemente la historia de la casa, las transformaciones sufridas por sus habitantes. Si bien las fotografías pueden ayudar a desentrañar las razones del proyecto original de la casa, también pueden mostrar el modo en el que la familia la habitó y la fue transformando. Donde las primeras fotografías esclarecen los sustantivos que la crítica arquitectónica ha utilizado para describir los proyectos de Van Eyck, los nuevos negativos hallados sirven sin duda para comprender la definición de arquitectura que acuña Aldo van Eyck en sus textos: “architecture is built home-coming”. Las fotografías, todas juntas, reconstruyen una arquitectura comprendida como proceso inacabado, la salvan para una nueva interpretación que la mantenga viva.