CIAM Urbanism – Bauhaus Kolleg X and XI

CIAM Urbanism 1: Cities of Tomorrow, Bauhaus Kolleg X (2008/2009)
  • BAUHAUS KOLLEG X:  Cities of Tomorrow – CIAM Urbanism I 2008/2009

With its programme "Cities of Tomorrow" the Bauhaus Kolleg tried to reassess the international planning and urban design strategies of the 50s and 60s from a contemporary perspective. This interdisciplinary programme aimed to update the planning and design strategies of the international urban Modernism in the 50s and 60s. The focus was a period in which the utopian ideas of the "Modern movement" were internationally spread and realised.

These urban modernisations were influenced by a variety of local transformational dynamics. Multiple Modernisms are the starting point to develop a creative and differentiated updating of the "cities of tomorrow". Aren’t the core problems of international post-war II modernism such as housing shortage, the population explosion, and the increasing polarisation of social groups within today’s cities still prevailing? Can a review of the Modern heritage and the "cities of tomorrow" from yesterday provides strategic solutions for todays global problems?


  • BAUHAUS KOLLEG XI : Univercities – CIAM Urbanism II 2009/2010

In its programme for 2009/2010, the Bauhaus Kolleg focused on the urban education infrastructures of post-war modernism. Against the backdrop of the Cold War, the emergence of the modern welfare state, the rise of the consumer society and growing mobility all improved access to education. The shift in social realities after WWII also forced a revision of the role and tenor of the state’s educational institutions. In many parts of the world, the competition for participation in the cities’ resources of education and knowledge centred on universities and schools.

The foundation of new university campuses at that time gave voice to the thirst for education, and the spirit of reformation. The campus was built in a rural environment outside the city limits, to allow access to knowledge and education in concentrated form in quasi-monastic solitude, undisturbed by the city’s diversions. At the same time, educational reform movements tailored to local needs originated in the cities, and these sought to redefine relations between local area, school and city.