Category: Monument to Knowledge

Cultivation of Knowledge

Our monument emphasizes the notion of organicism that was frequently drawn upon in Wigley’s Network Fever piece. We wanted to show how the conglomeration of knowledge is ever-changing and fluid, thereby mimicking a biological structure. Our clay sculpture contains networks made out of stick supports and tied string to show how the cultivation of the earth runs parallel to the cultivation of different disciplines of knowledge. Yet this does not lead to mastery over nature, rather, it seeks to work with nature as a model, and to derive abstractions from it while not trying to rewrite it. Because knowledge is not finite, fixed, nor predetermined with a certain outcome or destination, we tried to illustrate this through the inevitable spillover of earth that has yet to be fully contained within the human-made receptacle. In this way, our monument aims to articulate the coevolution of human knowledge and the universe, and the degree of collaboration inherent in such an endeavor. Lastly, we included a mirror inside of it to show the self-reflexive ways that we interpret the world.

  • “..the central role of the architect was no longer just the form of networks but the connections between them….The architect is seen as a networked animal that networks networks that are themselves animate. In extending the body, networks have to extend its organic logic”(94, Wigley)


  • “Tange describes the project as an ‘organism’ precisely because ‘communication is the factor that gives organic life to the organization.’ The paradoxical rationale of the network is that the possibility of infinite extension actually produces density”(105)

The monument also functions as a kind of model for the creation of knowledge in the form of creating a theory attempting to describe a natural phenomenon but which is malleable and will fail to truly contain it. The monument is one to the generation and alteration of knowledge. Showing its nature as something changeable and imperfect but always subject to expansion and improvement.

River, Augusta, Alec, Mia

Knowledge, Linkage, and Accessibility

The aspects of knowledge that we chose to focus on in designing our model were ideas of accessibility, linkage/ communication, and contribution. It was important to us that people would be able to enter the space of our monument, as we wanted knowledge to feel both accessible to everyone and open to contribution from everyone.

The foil on our monument represents a mirror, which serves to reflect the viewer in the space. As such, the viewer contributes to the production of knowledge in that their presence manipulates and changes the space. The multi-colored strong represents communication between institutions and individuals, institutions and institutions, and individuals to individuals (the larger bodies are institutions and the smaller bodies are individuals).

In our Monument to Knowledge, we wanted to create a space where institutions and individuals could communicate and contribute equally.

We feel that questions of accessibility to knowledge are often grappled with, but questions of contribution are not. Typically, what we consider to be knowledge comes from an institution, be it the academy, a governing body, etc. The goal of our Monument was to combat this idea that knowledge can only be produced by a few institutions, and instead celebrate the idea that anyone can contribute to the production of knowledge.

String Theory

Our monument to knowledge allows all types of knowledge to connect and merge to form a grand network. There is a glass dome that makes interior space for all types of learning, analytical and hands-on, as well as individual and group work study space. The monument maintains an open and honest nature, the glass dome represents a transparent attitude in the way we bring the knowledge to the people. In order to make our knowledge accessible to everyone, we would have physical books and online archives in all languages. More than half the world has a faith or religion that they practice and/or study that gives understanding and meaning to their surroundings. Because of this, it is important to include religious texts in this monument to knowledge. The enclosed interior space is balanced out by an open space surrounding the dome where we put a garden for learning and studying. The two cut plastic bottles are representative of stages where lectures may be held for all who visit the monument. The model is an abstract representation of a monument to knowledge, in all its forms.




String Theory, 2018. Photographed by Lourdes


Team: Lourdes, Eboni, George, Paloma

The Multiplex

Our monument to knowledge took the form of an interactive and community-driven space that could be used in order to share different types of knowledge. It features an amphitheater for presentations and seminars, classroom spaces which can be used in order to teach practical skills or more abstract concepts, and gardens which aim to emphasize the importance of learning from the natural world. What was most important in the development of this model was that this space was accessible and could be used to benefit the community in which it (hypothetically) resides by empowering those who use it to not only learn but to teach others.