(1) Elena Abbate & (2) Matilde Ferrero
(1) Project Manager at Exo Art Lab
(2) PhD student at Magna Graecia University at Catanzaro (ORCID) - Corresponding author: matilde.ferrero@studenti.unicz.it
Abstract:
The paper examines community spaces as hubs of knowledge and cultural exchange, using the example of the School of Commons in Zurich to develop guidelines for reproposing and adapting similar initiatives to other contexts. It begins with an overview of research on cultural commons spaces, highlighting their role as catalysts for social change. The Zurich School of Commons is an example of cross-disciplinary collaboration and commons-based learning. Our contribution aims to explore its characteristics and lay the foundations for the design of a similar space in Turin, Italy.
Keywords: knowledge commons, commons-based learning, participatory practices, commoning space
Introduction
This paper serves as a foundational document for a working project - called “UltraWide” - aimed at fostering common spaces for knowledge and culture in Turin. The primary goal of this project is to explore and implement a model that promotes the sharing and collaborative use of knowledge, inspired by a successful example in Zurich.
A central example that informs this project is the School of Commons (SoC) based at the Zurich University of the Arts since 2017. The SoC fosters an inclusive environment that supports peer learning and knowledge sharing among diverse practitioners. Its methodology is rooted in horizontal learning, rejecting traditional hierarchies and promoting a collective approach to knowledge. By prioritizing participation and exchange, the SoC bridges the gap between academic and informal educational spheres, creating a dynamic dialogue that enriches both.
The practices of the SoC aim to produce meaning and explore theory through active involvement and collaborative efforts. This model demonstrates how educational spaces can transform into communal environments where knowledge is co-created and shared democratically. The emphasis on peer learning and inclusivity at the SoC provides a robust framework for developing similar initiatives in other contexts, including Turin.
This paper will contextualize the proposed project within the specific environment of Turin, considering the city's historical, cultural, and social dynamics. By understanding the unique opportunities and challenges present in Turin, we can adapt the principles of the SoC to meet the needs and aspirations of Turin's residents. The purpose is to provide a comprehensive theoretical foundation, a detailed examination of the SoC model in Zurich, and a contextual analysis of Turin, thereby laying the groundwork for a successful implementation of commoning spaces for knowledge and culture in Turin.
Theoretical framework
This theoretical framework provides the foundation for understanding the concept of knowledge commons and its application to fostering common spaces for knowledge and culture in Turin. It draws on Elinor Ostrom's principles for managing commons and applies these to the context of the School of Commons (SoC) in Zurich and the prospective project in Turin.
Knowledge commons refer to shared resources of information and expertise that are collectively produced and managed by a community. This concept, articulated by Hess and Ostrom (2007), emphasizes that knowledge, like natural resources, can be non-excludable and non-subtractable, meaning it can be shared widely without depleting its availability.
However, knowledge commons face significant challenges, primarily revolving around social dilemmas. These dilemmas occur when individual incentives to act in self-interest conflict with collective benefits. Without proper institutional arrangements, knowledge sharing can suffer from underprovision, as individuals may lack motivation to contribute or may overuse the resource without contributing to its maintenance (Hess & Ostrom, 2007; Ostrom, 2015).
School of Commons (SoC) as a model
The School of Commons (SoC), based at the Zurich University of the Arts since 2017, stands as an exemplary model for fostering knowledge commons. It serves as a dynamic platform that encourages peer learning and knowledge sharing among a diverse group of practitioners. The SoC's foundation is built on the principles of horizontal learning, which fundamentally challenges and rejects traditional hierarchical structures typically found in educational and knowledge-sharing institutions (School of Commons, 2024).
Horizontal learning and inclusive environment
Horizontal learning at the SoC emphasizes the equal participation of all members, fostering an environment where knowledge is co-created rather than disseminated from a single authoritative source. This method encourages a collective approach to knowledge, wherein each participant can contribute and access the shared pool of information and expertise. By doing so, the SoC cultivates an inclusive environment that supports the engagement of individuals from various backgrounds and disciplines.
Methodological foundations
The methodology of the School of Commons (SoC) is deeply rooted in principles that resonate with the broader concept of knowledge commons. At its core, the SoC champions three foundational principles: peer learning, knowledge sharing, and collective governance.
Firstly, peer learning lies at the heart of the SoC's educational philosophy. By fostering a peer-to-peer learning environment, the SoC encourages participants to exchange their experiences and insights. This approach not only enhances the learning process but also promotes collaboration and egalitarianism within the educational community (Sheridan et al., 2014).
Secondly, the SoC places a strong emphasis on knowledge sharing. Through open and unrestricted sharing of knowledge, the SoC cultivates a vibrant community where information flows freely among its members. This collective sharing of knowledge is essential for creating a robust knowledge commons that can sustainably grow and adapt over time, benefiting both current participants and future generations (Hess & Ostrom, 2007).
Lastly, the SoC operates on principles of collective governance. Decisions within the SoC are made through participatory processes that involve all stakeholders. This democratic approach ensures that the management of shared resources and initiatives is responsive to the diverse needs and interests of the community it serves (Ostrom, 2015).
The SoC's methodology integrates these principles—peer learning, knowledge sharing, and collective governance—to foster a dynamic and inclusive knowledge commons. By embodying these values, the SoC not only enhances educational outcomes but also contributes to the broader goal of advancing collective knowledge for societal benefit, as supported by scholarly research (Sheridan et al., 2014; Hess & Ostrom, 2007; Ostrom, 2015).
Producing meaning and exploring theory
The practices implemented at the School of Commons (SoC) are meticulously crafted to achieve meaningful outcomes by actively engaging participants in dialogue and collaborative projects. This participatory approach not only encourages the sharing of knowledge but also fosters the co-creation of new insights and understanding among participants. This iterative process lies at the core of the SoC's mission, aiming to cultivate a dynamic and evolving knowledge commons where ideas are continually exchanged and refined (Novák, 2023).
Furthermore, the SoC serves as a bridge between formal academic frameworks and informal educational practices. By facilitating ongoing dialogue between these spheres, the SoC enriches traditional educational boundaries, making them more inclusive and adaptable to contemporary needs. This interaction allows for the integration of theoretical concepts with practical applications, thereby enhancing the overall educational experience and fostering innovative approaches to learning (Sheridan et al., 2014).
The SoC's emphasis on participation, exchange, and dialogue between academic and informal education spheres underscores its commitment to nurturing a vibrant knowledge ecosystem. Through these practices, the SoC not only promotes collaborative learning but also contributes to the advancement of educational methodologies that are responsive to the evolving challenges and opportunities of the 21st century.
Aligning with knowledge commons principles
The School of Commons aligns seamlessly with the principles of knowledge commons by emphasizing co-creation and shared management of knowledge resources. The SoC’s inclusive, participatory, and non-hierarchical approach serves as a practical demonstration of how knowledge commons can be effectively managed and sustained.
An introduction to UltraWide, a project in Turin
Turin presents a vibrant mix of informal cultural and social dynamics (Vanolo, 2015; Bertacchini et al, 2022), complemented by a strong institutional knowledge framework (Petruzzelli, 2008). The city's cultural landscape is enriched by a wide range of grassroots initiatives and established institutions that collectively shape its social fabric. An outstanding example of community engagement is found in the "Case del Quartiere" (Neighbourhood Houses), which serve as central community hubs (Rete delle Case del Quartiere, 2024). These spaces not only host a variety of social and cultural activities, but also embody a spirit of inclusivity and collaboration.
The Case del Quartiere are instrumental in fostering collective experiences where people from all walks of life come together to participate in activities ranging from the arts and education to community governance. They serve as platforms for self-organisation, enabling residents to actively shape their neighbourhoods and contribute to local decision-making processes. This community-driven approach is deeply rooted in Turin's identity, reflecting a commitment to grassroots empowerment and cultural diversity.
In addition to these informal networks, Turin benefits from a robust institutional framework that supports education, research and innovation. The city's universities, research centres and cultural institutions provide a solid foundation for knowledge exchange and collaboration. This dual strength - informal community dynamics and formal institutional support - makes Turin uniquely suited to initiatives such as UltraWide that seek to bridge these areas and foster synergies between community-driven innovation and institutional resources.
Specifically, UltraWide, an experimental training and research project, aims to adapt the Zurich experience to Turin's local communities. In fact, UltraWide maintains a more associative model, incorporating laboratory activities typical of cultural associations. This approach is rooted in Turin’s specific context, which is characterized by close-knit communities and spaces like Case del Quartiere. UltraWide aims to promote a collective learning environment founded on the common good, using participative methods and self-organized practices. Learning content and research lines are defined by the user community through fluid governance. This new reality would fill gaps in institutional training, incorporating contemporary practices and methods focused on the common good, and activate informal entities towards meaningful dialogue with institutions. A stable network of cooperation between institutional and associative realities would shape a well-informed community capable of generating tangible social capital.
Conclusions
The paper lays the groundwork for a transformative initiative aimed at fostering common spaces for knowledge and culture in Turin. Inspired by successful models from other cities, the project seeks to implement a collaborative framework that promotes the shared use of resources. The theoretical foundation provided here underscores the potential impact of commoning practices in urban settings, emphasizing inclusivity, participatory governance, and the sustainability of communal knowledge.
Drawing on the exemplary School of Commons (SoC) model from Zurich, the paper highlights key principles such as peer learning, open knowledge sharing, and collective governance. These principles not only shape the SoC’s operational ethos but also provide a robust framework for adapting similar initiatives in Turin. By embracing these principles, the project aims to democratize access to knowledge, foster community-driven innovation, and strengthen social cohesion. Turin's rich milieu of informal cultural dynamics and institutional knowledge infrastructure sets a fertile stage for the project’s implementation. The city’s "Case del Quartiere" exemplify community-driven spaces where diverse activities intersect, fostering collaboration and grassroots empowerment. This unique context enhances Turin’s readiness for initiatives like UltraWide, an experimental project tailored to local communities. UltraWide aims to cultivate a collective learning environment grounded in the common good, leveraging participative methods and fluid governance to adapt and innovate educational practices.
By contextualizing the theoretical insights from the SoC and understanding Turin’s socio-cultural dynamics, this paper sets the stage for a transformative journey towards establishing vibrant common spaces for knowledge and culture. The project’s success hinges on collaborative efforts between institutional and community stakeholders, forging a path towards a more inclusive and resilient urban landscape in Turin.
References
Bertacchini, E. E., Pazzola, G., & Puletti, F. (2022). Urban alternative cultural production in Turin: An ecological community approach. European Urban and Regional Studies, 29(3), 350-368.
Hess, C., & Ostrom, E. (2007). Understanding Knowledge as a Commons: From Theory to Practice. MIT Press.
Novák, P. (2023). Governing Practical Knowledge Commons: A Study of Maker Community in Delft. Erasmus University Rotterdam.
Ostrom, E. (2015). Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge University Press.
Petruzzelli, A. M. (2008). Proximity and knowledge gatekeepers: the case of the Polytechnic University of Turin. Journal of Knowledge Management, 12(5), 34-51.
Rete delle Case del Quartiere (n.d.), retrieved 15th July, 2024 from https://www.retecasedelquartiere.org/cos-e-la-rete-delle-case/
School of Commons (n.d.), retrieved 15th July, 2024 from https://www.schoolofcommons.org/
Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the Making: A Comparative Case Study of Three Makerspaces. Harvard Educational Review, 84(4), 505-531.
Vanolo, A. (2015). The Fordist city and the creative city: Evolution and resilience in Turin, Italy. City, Culture and Society, 6(3), 69-74.
Comment 1
It is essential for a city like Turin, but in general for any city, town or village all around the world to dismantle old, entrenched dynamics that make education and any form of art extremely elitist and often managed in a decontextualized manner relative to the historical period we are living in. Considering a time when more and more people are seeking a genuine return to nature, aided by the increasingly common opportunity to work remotely, it is crucial that these methods and spaces become meeting points for ever-expanding conferences.
Education and art in Turin are often characterized by elitist approaches and detachment from contemporary reality. It is crucial to make these fields more inclusive and relevant, so they reflect the needs and aspirations of the present. The flexibility of remote work requires educational and cultural models that align with these trends. Educational and cultural institutions need to evolve to better integrate with current dynamics by adopting participatory and collaborative methods.
It is essential to develop neutral spaces where ideas can intersect and where larger projects can be born. These spaces should act as meeting points for conferences and discussions, promoting open and inclusive dialogue and facilitating the co-creation of projects.
Education and art must be revitalized through continuous dialogue among various actors in the field. In Italy, we are still tied to traditional front-line educational models, but it is time to explore approaches that encourage collaboration and co-creation of knowledge. Creating spaces for meetings and discussions is crucial to enable the development of shared and innovative projects.
It is necessary to make room for dialogue rather than individualism that often stifles our generations. Spaces that encourage interaction and collaboration can stimulate creativity and innovation, offering responses to contemporary challenges and fostering a more dynamic and inclusive culture.
Transforming educational and cultural spaces into centers of meeting and collaboration is fundamental. Moving away from elitist and decontextualized practices in favor of more inclusive and participatory approaches will not only enrich the city culturally but also contribute to creating a more cohesive and innovative society. Embracing these changes will enable Turin to become a benchmark for art and education, reflecting and responding to the needs of the 21st century.
The most important aspect is that these spaces for dialogue, discussion, and creation are linked to a virtual network enabling connection with dialogue groups around the world. This will allow culture to be discussed in a more comprehensive and global manner.
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