About the Programme

Just as many cities around the world, Rotterdam has the ambition to become green, sustainable and resilient. All around the city we see projects being developed to transform this car-dominated city, into an attractive and green environment for all its inhabitants, while simultaneously aiming to increase awareness about climate change and sea-level rise. But is it enough? During this thematic block, we’ll dive into the Anthropocene – the geological era marking the dominant human impact on the Earth systems. Through four philosophical viewpoints that one can have of this age of mankind, and while confronting the causes and effects of climate change, biodiversity loss, land-use change et cetera, we will try to bring the effects of our actions close to home, literally and painfully. We’ll use our collective knowledge and imagination to improve, layer and enrich our worldview, to understand our own cities and countries and to develop our own position vis a vis the new normal of the and how we as humans need or want to act.

Who's Coming

The programme is open to everyone who professionally deals with the city. From architects to sociologists, from urban designers to historians and from artists to developers.

About You

None

Credits

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About Us

The Independent School for the City is a playground for all urban thinkers, do-ers and designers – based in Rotterdam, the Netherlands. It brings together critical and experimental ideas in the field of urban research, design, strategy and activism. Through a range of diverse activities, it offers a platform where urban professionals can meet to informally discuss the challenges facing the modern city.

The school is an initiative of Crimson Historians and Urbanists and ZUS and is rooted in their practices of combining a critical and activist approach to the city with effecting real change through architectural and planning projects. The independent school for the City is founded on a strong belief in an incremental instead of a tabula rasa approach to city planning which blurs the lines between critique and practice on the one hand, and research and policy on the other.

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