Edukit: Educational Servicing as Anticipatory Infrastructure - Revision history

Norman Fellows at 07:01, 26 June 2026

2026-06-26T07:01:38Z

← Older revision		Revision as of 07:01, 26 June 2026
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	[https://www.designingbuildings.co.uk/wiki/EDUKIT:_UK EDUKIT: UK]		[https://www.designingbuildings.co.uk/wiki/EDUKIT:_UK EDUKIT: UK]
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		+	[https://www.designingbuildings.co.uk/wiki/DOMESTIKIT:_World-Wide_Dwelling_Service DOMESTIKIT: World-Wide Dwelling Service]
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		+	[https://www.designingbuildings.co.uk/wiki/DOMESTIKIT:_UK DOMESTIKIT: UK]

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−	--[[User:~~Norman Fellows~~\|Norman Fellows]] 13:59, 25 Jun 2026 (BST)	+	--[[User:Norman_Fellows\|Norman Fellows]] 13:59, 25 Jun 2026 (BST)

−	[[Category:Articles_needing_more_work]] [[Category:Research_/_Innovation]]	+	[[Category:Articles_needing_more_work]] [[Category:Education]] [[Category:International]] [[Category:Research_/_Innovation]]

Norman Fellows at 12:59, 25 June 2026

2026-06-25T12:59:56Z

← Older revision		Revision as of 12:59, 25 June 2026
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	Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.		Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.

−	Rather than proposing another university, Edukit ~~investigates alternative frameworks through which~~ educational ~~needs might be met~~. In this sense, it is less a project than an ongoing inquiry into the future organisation of learning, access and educational provision.	+	Rather than proposing another university, Edukit continues an investigation into educational servicing as anticipatory infrastructure. In this sense, it is less a project than an ongoing inquiry into the future organisation of learning, access and educational provision. It is presented not as a replacement for existing educational institutions, but as a complementary and anticipatory framework through which educational provision might be extended beyond conventional institutional boundaries.

	== References ==		== References ==
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	[https://www.designingbuildings.co.uk/wiki/EDUKIT:_UK EDUKIT: UK]		[https://www.designingbuildings.co.uk/wiki/EDUKIT:_UK EDUKIT: UK]
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		+	-----
		+	--[[User:Norman Fellows\|Norman Fellows]] 13:59, 25 Jun 2026 (BST)

	[[Category:Articles_needing_more_work]] [[Category:Research_/_Innovation]]		[[Category:Articles_needing_more_work]] [[Category:Research_/_Innovation]]

Norman Fellows at 12:32, 25 June 2026

2026-06-25T12:32:41Z

← Older revision		Revision as of 12:32, 25 June 2026
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−	This essay addresses the question:—	+	This essay addresses the following question:—

	* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?		* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?

Norman Fellows at 12:31, 25 June 2026

2026-06-25T12:31:46Z

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	* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?		* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?

−	• 1.1 What do we know?	+	== • 1.1 What do we know? ==

	Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.		Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.

Norman Fellows at 12:30, 25 June 2026

2026-06-25T12:30:55Z

← Older revision		Revision as of 12:30, 25 June 2026
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	[[File:Item_27171.png\|link=File:Item_27171.png]]		[[File:Item_27171.png\|link=File:Item_27171.png]]

−	• Diagram 2 - Mockup. Source: Norman Fellows.	+	• Diagram 2 - Mockup indicating the possible place of educational servicng. Source: Norman Fellows.

−	~~== Essay 1~~: ~~If educational servicing is continuous and lifelong, what kind of infrastructure should support it? ==~~	+	-----
		+	This essay addresses the question:—

−	~~This essay assumes that...~~	+	* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?

−	== • 1.1 What do we know? ==	+	• 1.1 What do we know?

	Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.		Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.

Norman Fellows at 12:24, 25 June 2026

2026-06-25T12:24:41Z

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	== Related articles on Designing Buildings ==		== Related articles on Designing Buildings ==
		+
		+	[https://www.designingbuildings.co.uk/wiki/Potteries_Thinkbelt Potteries Thinkbelt]
		+
		+	[https://www.designingbuildings.co.uk/wiki/Potteries_Thinkbelt_study Potteries Thinkbelt study]
		+
		+	[https://www.designingbuildings.co.uk/wiki/Potteries_Thinkbelt_study:_Further_ongoing_research Potteries Thinkbelt study: Further ongoing research]
		+
		+	[https://www.designingbuildings.co.uk/wiki/ATOM:_A_generating_system_designed_by_Cedric_Price ATOM: A generating system designed by Cedric Price]
		+
		+	[https://www.designingbuildings.co.uk/wiki/EDUKIT:_World_Educational_System EDUKIT: World Educational System]
		+
		+	[https://www.designingbuildings.co.uk/wiki/EDUKIT:_UK EDUKIT: UK]

	[[Category:Articles_needing_more_work]] [[Category:Research_/_Innovation]]		[[Category:Articles_needing_more_work]] [[Category:Research_/_Innovation]]

Norman Fellows at 12:21, 25 June 2026

2026-06-25T12:21:36Z

← Older revision		Revision as of 12:21, 25 June 2026
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	== Essay 1: If educational servicing is continuous and lifelong, what kind of infrastructure should support it? ==		== Essay 1: If educational servicing is continuous and lifelong, what kind of infrastructure should support it? ==

−	= • 1.1 What do we know? =	+	This essay assumes that...
		+
		+	== • 1.1 What do we know? ==

	Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.		Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.

Norman Fellows at 12:18, 25 June 2026

2026-06-25T12:18:42Z

← Older revision		Revision as of 12:18, 25 June 2026
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	[[File:Item_27171.png\|link=File:Item_27171.png]]		[[File:Item_27171.png\|link=File:Item_27171.png]]

−	• Diagram 2 - ~~If educational servicing is continuous and lifelong, what kind of infrastructure should support it?~~ Source: Norman Fellows.	+	• Diagram 2 - Mockup. Source: Norman Fellows.

−	= What do we know? =	+	== Essay 1: If educational servicing is continuous and lifelong, what kind of infrastructure should support it? ==
		+
		+	= • 1.1 What do we know? =

	Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.		Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.
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	These projects proposed networks of facilities, communications, mobility and access rather than self-contained campuses. Their concern was not the design of educational institutions but the organisation of learning opportunities across territories and communities.		These projects proposed networks of facilities, communications, mobility and access rather than self-contained campuses. Their concern was not the design of educational institutions but the organisation of learning opportunities across territories and communities.

−	== Why do we care? ==	+	== • 1.2 Why do we care? ==

	More than half a century later, many of the issues identified by Price remain unresolved. Access to learning, regional inequality, technological change, lifelong education and institutional inertia continue to challenge traditional educational models.		More than half a century later, many of the issues identified by Price remain unresolved. Access to learning, regional inequality, technological change, lifelong education and institutional inertia continue to challenge traditional educational models.
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	The persistence of these issues suggests that the central question is not how to improve existing institutions, but how educational provision itself might be organised. Universities remain important, but they may be understood as one historical form of educational servicing rather than its inevitable destination.		The persistence of these issues suggests that the central question is not how to improve existing institutions, but how educational provision itself might be organised. Universities remain important, but they may be understood as one historical form of educational servicing rather than its inevitable destination.

−	== What can we do? ==	+	== • 1.3 What can we do? ==

	Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.		Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.
Line 24:		Line 26:
	Rather than proposing another university, Edukit investigates alternative frameworks through which educational needs might be met. In this sense, it is less a project than an ongoing inquiry into the future organisation of learning, access and educational provision.		Rather than proposing another university, Edukit investigates alternative frameworks through which educational needs might be met. In this sense, it is less a project than an ongoing inquiry into the future organisation of learning, access and educational provision.

−	~~-----~~
−	~~-----~~
	== References ==		== References ==

Norman Fellows at 12:15, 25 June 2026

2026-06-25T12:15:01Z

← Older revision		Revision as of 12:15, 25 June 2026
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	[[File:Item_27171.png\|link=File:Item_27171.png]]		[[File:Item_27171.png\|link=File:Item_27171.png]]

−	• Diagram 2 - ~~Mock-up for this article.~~ Source: Norman Fellows.	+	• Diagram 2 - If educational servicing is continuous and lifelong, what kind of infrastructure should support it? Source: Norman Fellows.

−	= ~~Question: =~~	+	= What do we know? =
−		+
−	* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?	+
−		+
−	~~= •~~ What do we know? =	+

	Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.		Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.
Line 16:		Line 12:
	These projects proposed networks of facilities, communications, mobility and access rather than self-contained campuses. Their concern was not the design of educational institutions but the organisation of learning opportunities across territories and communities.		These projects proposed networks of facilities, communications, mobility and access rather than self-contained campuses. Their concern was not the design of educational institutions but the organisation of learning opportunities across territories and communities.

−	== • Why do we care? ==	+	== Why do we care? ==

	More than half a century later, many of the issues identified by Price remain unresolved. Access to learning, regional inequality, technological change, lifelong education and institutional inertia continue to challenge traditional educational models.		More than half a century later, many of the issues identified by Price remain unresolved. Access to learning, regional inequality, technological change, lifelong education and institutional inertia continue to challenge traditional educational models.
Line 22:		Line 18:
	The persistence of these issues suggests that the central question is not how to improve existing institutions, but how educational provision itself might be organised. Universities remain important, but they may be understood as one historical form of educational servicing rather than its inevitable destination.		The persistence of these issues suggests that the central question is not how to improve existing institutions, but how educational provision itself might be organised. Universities remain important, but they may be understood as one historical form of educational servicing rather than its inevitable destination.

−	== • What can we do? ==	+	== What can we do? ==

	Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.		Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.
Line 28:		Line 24:
	Rather than proposing another university, Edukit investigates alternative frameworks through which educational needs might be met. In this sense, it is less a project than an ongoing inquiry into the future organisation of learning, access and educational provision.		Rather than proposing another university, Edukit investigates alternative frameworks through which educational needs might be met. In this sense, it is less a project than an ongoing inquiry into the future organisation of learning, access and educational provision.

		+	-----
	-----		-----
	== References ==		== References ==

Norman Fellows at 12:13, 25 June 2026

2026-06-25T12:13:11Z

← Older revision		Revision as of 12:13, 25 June 2026
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	* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?		* If educational servicing is continuous and lifelong, what kind of infrastructure should support it?

−	= What do we know? =	+	= • What do we know? =

	Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.		Educational provision has traditionally been organised around institutions such as schools, colleges and universities. Yet Cedric Price's educational projects repeatedly challenged this assumption. In projects such as Potteries Thinkbelt (1966), ATOM (1967) and Detroit Think Grid (1970), education was conceived not as a building type but as a distributed service infrastructure. Price described this approach as educational servicing: a continuous provision extending throughout life rather than a finite period of institutional attendance.
Line 16:		Line 16:
	These projects proposed networks of facilities, communications, mobility and access rather than self-contained campuses. Their concern was not the design of educational institutions but the organisation of learning opportunities across territories and communities.		These projects proposed networks of facilities, communications, mobility and access rather than self-contained campuses. Their concern was not the design of educational institutions but the organisation of learning opportunities across territories and communities.

−	== Why do we care? ==	+	== • Why do we care? ==

	More than half a century later, many of the issues identified by Price remain unresolved. Access to learning, regional inequality, technological change, lifelong education and institutional inertia continue to challenge traditional educational models.		More than half a century later, many of the issues identified by Price remain unresolved. Access to learning, regional inequality, technological change, lifelong education and institutional inertia continue to challenge traditional educational models.
Line 22:		Line 22:
	The persistence of these issues suggests that the central question is not how to improve existing institutions, but how educational provision itself might be organised. Universities remain important, but they may be understood as one historical form of educational servicing rather than its inevitable destination.		The persistence of these issues suggests that the central question is not how to improve existing institutions, but how educational provision itself might be organised. Universities remain important, but they may be understood as one historical form of educational servicing rather than its inevitable destination.

−	== What can we do? ==	+	== • What can we do? ==

	Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.		Edukit explores educational servicing as anticipatory infrastructure. Drawing on the lineage of Potteries Thinkbelt, ATOM and related investigations, it examines how learning provision might be distributed across territories, supported by networks, and organised through adaptive systems capable of evolving over time.