Fig.1. Atomia: location map.

Atom US was a design for an educational facility located in a projected new town called Atomia near the metropolitan area of Chicago in Illinois in the United States - see Fig.1 (top).

Fig. 2. Cambridge-Milton Keynes: location map.

Atom UK is a design for links between Cambridge and Milton Keynes near the metropolitan area of London in the UK - see Fig. 2 (right).

Edukit has been described as:—

• "an egalitarian world educational system".
• (Norman Fellows, 2015)

Fig. 1 (bottom) and Fig. 2 (left) indicate the respective locations of Atom US and Atom UK on the globe.

In addition:—

(1) William Cannady (1970) has described Atom US as:—

• "a Kit of Parts for a decentralized education system."

(2) Kathy Velikov (2015) has described it as:—

• "...a networked learning infrastructure comprised of a decentralized "kit of educational parts" incorporated within existing urban spaces and infrastructures."

(3) Cedric Price (1969) has pointed to Atom US as a potential model for Atom UK:—

• "Cambridge-Milton Keynes loose links may well provide additional fragmented educational servicing web (cf. Atom, AD 5/68)."

Furthermore:—

(4) Arthur C. Clarke (1945) has anticipated the development of extra-terrestrial relay services and the role of geostationary satellites:—

• "A single station could only provide coverage for half the globe, and for a world service three would be required, though more could be readily used. Fig. 3 shows the simplest arrangement."

Fig. 3. Three satellite stations would ensure complete coverage of the globe.

These location maps demonstrate that Edukit is both spatially distributed and localized.

Fig. 4. Graph of use cycle and lifespan, Atom US

Atom US was designed in June 1967.

William Canfield (1970) wrote that the kit of parts was:—

• "...based on John Tirrell and Albert Canfield's educational program for a projected new town which will be feasible by the year 1990."

However, Cedric Price (1968) wrote:—

• "No single set of buildings or mechanical facilities will suffice until the year 1980, let alone 2020."

Atom UK is a work "in progress" started in 2017.

Edukit is a work "in progress" started in 1996.

Fig. 4 charts all of the components that comprised Atom US, mapping out what Kathy Velikov (ib.) called:—

• "a spatiotemporal choreography for the design."

Thinking longer term, in an interview conducted by Norman Fellows in February 1993, Cedric Price said:—

• "I think that the trouble with architecture and planners - that the gestation period of having an idea, testing it, working with others to produce a product or a condition, naturally takes a long time - even before you start building - and that takes a long time therefore you're talking about anything from a year to five years, to be honest, in even giving your idea chance to work - so problem-solving is - unless you said you're solving problems of the future but problems of the future don't make themselves known that far in advance - I think it's more anticipation - anticipatory design."

Atom US was an early entry project in the field of education and over fifty years later it is emulated in Atom UK.

These temporal considerations demonstrate that the element of time is a key criterion in the design of Edukit

Atom US was subtitled "Design for new learning for a new town"

• "The provision of educational facilities, in physical terms, should not be tailored to any particular requirements made by any particular authority.
• [...]
• The resultant facilities must equate to a total social servicing industry rather than one related largely to a particular age group under particular circumstances."
• (Cedric Price, AD 5/68)

Fig. 5. Diagrammatic plan of Atomia

Atom UK began as a spin off from Atom US, namely:—

• "C-MK (Cambridge-Milton Keynes)"
• (Norman Fellows, 2018)

- see Fig. 6 right.

Initially, its "loose links" are intended to serve the communities between Cambridge and Milton Keynes, including Bedford, before eventually hooking up with Oxford to create a new institution, namely:—

• "Oxbridge Community College"
• (Norman Fellows, 2018)

- see Fig. 7 right.

"Edukit is one of two possible contributions to the commons being created in the Cambridge-Milton Keynes-Oxford region for governance not by state or market but by the community."

• "The service proposed would be available to everyone, as in the case of universal health care schemes."
• (Norman Fellows, 2019)

Fig. 6. Diagrammatic plan of C-MK

Fig. 7. Diagrammatic plan of redefined CAMKOX area

These diagrammatic plans demonstrate that Edukit contributes to the commons as a social good (cf. the NHS).

Fig. 8. 'Atom facsimiles' - click to see Full resolutions

Atom US was originally published in the May 1968 issue of Architectural Design in which Guest editor Cedric Price concluded:—

• "While many of the articles in (the May 1968 issue of AD) refer to schools and school rooms, the common theme is that the buildings and fittings normally associated with the provision of educational facilities are not good enough, and that it is no longer a question of improvement but of re-think."

Fig. 9. 'Edukit images' - click to see Full resolutions

These textual records demonstrate :—

• "...that universities as we know them have outlived their social usefulness and that a strategic redistribution of financial resources is required if we are to receive the benefits of educational servicing that might reasonably be expected."

Thinkbelts are both located in the Midlands of England.

Fig. 10. Map of the Potteries Thinkbelt

The PTb is located in the West Midlands.

In New Society (1966) Cedric Price asked:—

• "After the Potteries Thinkbelt, what would be next? A Eurothink on the French-Belgian border?

However, Cedric Price also suggested a follow-up:—

• “Possible Thinkbelt development in old industrial net between Nottingham and Sheffield 30-40 miles”
• (Cedric Price, 1969)

Fig. 11. Map of the Dukeries Thinkbelt

The DTb is located in the East Midlands.

Atom US is located at what Buckminster Fuller called:—

• "the approximate dynamic center of the North American continent" (cf. Fig. 1)
• (Buckminster Fuller, 1962)

Cedric Price suggested another follow-up:—

• "Cambridge-Milton Keynes loose links may well provide additional fragmented educational servicing web (cf. Atom, AD 5/68)"
• (Cedric Price, 1969)

Fig. 12. Site map - sub-regional context of Atom UK

Fig. 13. Map of Europe indicating megalopolises

These maps, including Figs. 1, 2 and 3, demonstrate that Thinkbelts and Atoms are linked both spatially and locally.

Fig. 14. Chart of life span and use cycle, PTb (1964)

Fig. 15. Chart of life span and use cycle, DTb (2014)

Fig. 16. Graph of use cycle and lifespan, Atom UK

- see Fig. 4 above in Table 2.

The charts in Fig. 14 and Fig. 15 demonstrate that Thinkbelts postulated various means of exchange, namely:—

• electronic static communications systems;
• mobile physical enclosures;
• variable physical enclosures.

The graphs in Fig. 4 and Fig. 16 demonstrate that Atoms use the same means of exchange.

These Figures demonstrate that Thinkbelts and Atoms are linked by the element of time as a design criterion.

Thinkbelt study - work "in progress"

Fig. 18. Pull quote from PTb article, AD 10/66

Fig. 19. Diagram indicating regional context of DTb

Cedric Price asked in 2003 'what is the value of it now - what is useful about it now, for you?'

Atom study - work "in progress"

Fig. 18. National + Regional Conditions of Atom UK

Fig. 19. Map indicating possible extension of CAMKOX

These maps demonstrate that Thinkbelts and Atoms are socially useful beyond their immediate contexts.

Fig. 20. 'The Potteries Thinkbelt Study 1964'

Fig. 21. 'The Dukeries Thinkbelt Study 2015'

The Atom US Study by William Cannady

These textual records demonstrate the possibility that Thinkbelts and Atoms might generate new cities.

"The continuing design of autonomous universities by University Governors and their architects does not represent to me a particularly meaningful way of investing limited National resources. When seen as either a solution to the problem of education for all or a strategy for lifelong learning, the concept of "university", with its origins in the Middle Ages, now wears a firmly elitist look. Considering the amount of research, administrative and designers' time spent on bringing forth a new one, the university does little to prevent ignorance; gives little in the way of pleasure to students of all ages and cultures; does little to reduce the scarcity of the trained personnel who run the service within; is frequently found to be obsolescent upon completion and is usually difficult and expensive to throw away. All over the world, architects are engaged on buffing these absurd monuments to a design Utopia... meanwhile, skills shortages increase in the West, access is denied to the poor of the world, UNESCO declares illiteracy persists in parts of Asia and Sub-Saharan Africa... and millions drop out or become failures in spite of the university. I suggest that universities as we know them have outlived their social usefulness and that a strategic redistribution of financial resources is required if we are to receive the benefits of educational servicing that might reasonably be expected."

(Norman Fellows, 2019)

1. The provision of increased or new educational servicing should be taken as an opportunity for creating new industry and employment opportunities in those locations choosing to become Edukit subscribers.
2. The increasing sophistication of electronic engineering and communication techniques should be realised as creating opportunities for home monitoring and educational servicing.
3. The priorities in the provision of educational service facilities should be seen as personnel, equipment and buildings ... in that order.
4. Educational servicing should exist primarily for student benefit and pleasure, not for the benefit of teaching, educational, administrative or design personnel.
5. All design proposals concerning educational facilities supply should capitalise on the assumption that they will rapidly become obsolete and will therefore require ease of removal, modernisation, alteration or destruction.
6. Any residential servicing requiring overnight stay away from home should be seen by the designer as a recreational and leisure opportunity. Non-residential servicing - i.e. follow-up, preventive, diagnostic, and learning facilities - should be as readily available as servicing at drive-in filling stations.

• The imbalance in World availability of educational expertise should not be seen as disadvantageous to under-supplied communities - (e.g. developing countries) - rather the local concentrations of skill and expertise to be found in developed countries should be reinforced and through design intervention made available to those areas needing or requesting increased servicing. Given appropriate communication and learning facilities such availability should not require massive redeployment around the globe. The basic redeployment is of financial resources.

• In response to the propositions Edukit outlines a system of parts, divisible into four broad categories, which are either illustrated or symbolised in the accompanying illustrations. It is intended that Edukit could be applied anywhere in the UK or abroad. The service proposed would be available to everyone, as in the case of universal health care schemes, and both personnel and equipment would be supplied by Edukit. It is my intention to describe an integrated and comprehensive supply system as an alternative to the current concept of university. The work illustrated here is presented as a beginning ... I will appreciate any comments, particularly the hostile.
• (ib.)

[edit] Appendix 5: SOFT SERIES & COMPONENTS

Membership of Comsat

Access to Intelsat system: fast 2-way links to disaster servicing.

• www.comsat.com
• www.intelsat.com/fleetmaps/

Learn More

Links to National Computer Grid

Teaching : Diagnosis : Records : Research

• The National Grid Service was an organisation for UK academics and researchers from 2004 through 2011.

Learn More

Monitoring Module + components

Basic element. General use in home or teaching station. Specialised use as tutorial element. Monitoring central production and servicing. CCTV attachment. Usable on telephone lines.

Learn More

Information Kiosk

Street corner or drive-in location. Basic element in preventive system. Linked to neighbourhood centre or faculty.

Learn More

[edit] Appendix 6: MOBILE SERIES & COMPONENTS

Transporter units

Land, sea or air transporters used to ship major convoys or systems on educational or disaster missions.

Learn More

Small teams, sky-divers and para-educationalists

Advance party to check out Edukit supplies required. Also for direct delivery to difficult or damaged sites.

Mobile offices

Semi-private enclosures available to educational personnel or students. Used in classroom location.

[edit] Appendix 7: HARD SERIES & COMPONENTS

[edit] Appendix 8: GENERAL SERIES & COMPONENTS

Games

Edukit proposes a set of international electronic games and simulator systems to be operable by students either mobile or based at home.