The Oregon Experiment (Center for Environmental Structure Series) [Englisch] [Gebundene Ausgabe]

I had high hopes that The Oregon Experiment would describe a concrete example of whether these ideas worked when they were put into practice. It does nothing of the kind. It describes an interesting thought experiment in participatory design and tries to present this as a vindication of the Pattern Language concepts. But nowhere does it even mention whether the design it describes was ever actually implemented, much less whether it worked from the inhabitants' point of view.

It is very easy for a design team to get carried away with what a great design they have on paper. I've done it loads of times. That enthusiasm tells us nothing about whether a design is actually going to be a success.

I know Alexander later moved from academia and started trying to put his ideas into practice on actual building projects. A book on his real experiences and how well the original ideas stood up to the cold light of reality would be fascinating and important. The Oregon Experiment isn't that book.

If you are looking for an example of a specific campus plan, however, you will not find it here. Central to Alexander's approach is the notion that communities should not create fixed master plans, but rather should develop a common pattern language, and then apply it organically, in a piecemeal fashion, as needs arise. The book talks as much about this process of planning as it does about individual construction projects. Whenever a need arises (expansion of a building, addition of a door, creation of a green) people consult their pattern language and build something to suit the space and satisfy the need. Because everyone follows the agreed-upon language, the new parts harmonize with those that already exist (or replace earlier, poorly-designed structures).

If you have enjoyed studying Alexander's patterns in A Pattern Language, you will find here a collection of new ones that are specific to a university setting, including "University Population," "University Shape and Diameter," "Departments of 400," "Local Administration," "Classroom Distribution," and about a dozen more. Although he clearly draws on ideas from British universities in many cases, he unaccountably does not include one of the fundamental features of the British model, namely the residential college of 500 (or so) within the larger institution. (Although he does include aspects of this pattern under the heading "Small Student Unions.") As always, Alexander's pattern descriptions are clear, blunt, and thought-provoking.

The question that most readers will want to have answered is, "Does all this really work?" When the volume was written, of course, the process was just getting under way, and so we cannot know from this book alone whether everything described was successful or has been sustained over the long term. From what I've seen of campus master planning in public universities, it often turns out in the end to have less to do with creating good educational environments than it does with kowtowing to the local chamber of commerce and lining the pockets of already-rich trustees. But just because something is difficult doesn't mean it shouldn't be made the goal. If Alexander or someone at the University of Oregon were to produce a sequel, "The Oregon Experiment 25 Years On," I'm sure it would meet with a warm reception.