Ochsner, J. K. (1997). A Space of Loss: The Vietnam Veterans Memorial. Journal of Architectural Education, 50(3), 156–171.
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Abstract
Few published essays have explored the way in which the Vietnam Veterans Memorial actually communicates with visitors. This article explores the memorial as a "linking object," as conceived by psychoanalyst Vamik Volkan, and as a "space of absence," as defined by Richard Etlin, and shows how these two ways of understanding the memorial are interconnected. A particularly innovative aspect of the memorial is the way it engenders awareness of both surface (emphasized by the inscribed names) and space (experienced as "virtual space") resulting from the reflectivity of the granite, which gives it an apparent ("virtual") depth. The reflective surface brings one "into" the "space" of the wall and allows simultaneous perception of the names of the dead, the reflections of other visitors, and the reflection of oneself. The complex interactive process wherein the inexactness and ambiguity of the reflections catch the viewer, engender projective fantasy, and (because of the presence of the names) simultaneously structure it, fosters a proximity to and an identification with the dead, and the simultaneous experience of connection and separation.
Ochsner, J. K. (2000). Behind the Mask: A Psychoanalytic Perspective on Interaction in the Design Studio. Journal of Architectural Education, 53(4), 194–206.
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Abstract
Design studio is routinely referred to as the center of architectural education, yet surprisingly little has been published about the nature of the interaction between instructors and students in the studio environment. This article draws upon ideas such as Donald Schön's description of design as "reflection-in-action" and D. W. Winnicott's discovery of the foundations of creativity in the "transitional phenomena" of early childhood to provide a basis for understanding the emotional power of the design studio experience and the ways in which phenomena identified by psychoanalysis can emerge in the interaction of studio instructors and students.
Huppert, A. (2014). Giorgio Vasari and the Art of Siena. In D. J. Cast (Ed.), The Ashgate Research Companion to Giorgio Vasari. Ashgate.
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Oshima, K. T. (2009). Arata Isozaki (A. Isozaki, Ed.). Phaidon.
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Oshima, K. T. (Ed.). (2016). Kiyonori Kikutake: Between Land and Sea. Lars Müller Publishers.
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Borys, A. M. (2021). American Unitarian Churches: Architecture of a Democratic Religion. University of Massachusetts Press.
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Huppert, A. C. (2015). Becoming an Architect in Renaissance Italy: Art, Science and the Career of Baldassarre Peruzzi. New Haven: Yale University Press.
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Ochsner, Jeffrey Karl. (2014). Westlake. The Pacific Northwest Quarterly, 112(2), 68-90.
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The American Institute of Architects (AIA) recently published a supplement to the AIA Guides for Equitable Practice titled “Equity in Architectural Education.” Renée Cheng, dean of the College of Built Environments, served as the project lead for the research and writing team, which included Laura Osburn, research scientist in construction management. The supplement argues that organizational culture is critical to achieving goals of equity, diversity, and inclusion, and is intended to inspire discussion within individual institutions, and among thought leaders…
Oshima, Ken Tadashi. (2012). Metabolist Trajectories. Log, 24, 28 – 32.
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