Teaching is approached as an experimental practice, not as transmission of fixed knowledge but as rehearsal of possible futures. Each workshop or studio is a fragile laboratory where students, teachers, and contexts interact in ways that blur the boundary between pedagogy, performance, and collective construction. The classroom expands into the city, into forests, into digital platforms, becoming a stage where methods are tested, not merely explained. Projects such as The Wood Way at NTNU in Norway demonstrated the power of collaborative construction: eighty first-year students raised a one-to-one wooden superstructure in the forest, producing not only architecture but also new forms of negotiation, participation, and collective authorship. In FLIPAS!, created with Goethe-Institut, teaching unfolded as urban performance: young participants explored the city through art, film, and spoken word, transforming public space into a pedagogical site of expression and resistance. At the Universidad Autónoma de Madrid, courses like The Experience of the City framed urban research as lived practice, with students mapping plazas, parks, and neighbourhoods as emotional and ecological systems rather than abstract diagrams. Failure is not a problem but a generative moment where creativity expands; improvisation is a method rather than a fallback. By integrating performance, film, architecture, and critical writing, teaching becomes a transdisciplinary rehearsal, preparing not for fixed outcomes but for adaptable, open-ended ways of thinking and making. The underlying principle is that knowledge is collective: each participant brings fragments, gestures, and perspectives that coalesce into temporary structures of meaning. What emerges is a pedagogy of presence—messy, embodied, porous—where theory is inseparable from action. Students leave not with answers but with methods for questioning, inhabiting, and re-shaping their environments. Teaching here is therefore not institutional service but political and artistic practice, extending socioplastics into education as a shared terrain of invention. Each course or workshop is a performance, a situation, a sculpture of learning in real time.
The Wood Way (NTNU, 2008) · The Experience of the City (UAM) · YouTube Breakfast (doctoral seminar, UAM, 2009) · CREP Strategic Seminar (Madrid, 2011).
