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Architektura biblioteczna w latach II Rzeczypospolitej 1918–1939. Problemy funkcji i formy

100%
Pszczółkowski M.
Roczniki Biblioteczne
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2013
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vol. 57
77 - 101
EN
The history of Polish library architecture from 1918–1939 encompasses a number of issues relating to the architectural form and functional solutions. Stylistic features used at the time reflected the evolution of the architectural form over the twenty years of the interwar period: from the national in Warsaw, the library of the Lvov University of Technology, the library of the Płock Seminar), throstyle (the library of the Warsaw School of Economics) and academic classicism (the Judaic Library ugh monumental-modernised forms (the Jagiellonian Library in Kraków) to modern functionalism (The Jozef Piłsudski Regional and Municipal Public Library in Łódź). However, the author of the article focuses primarily on the functional layouts used at the time as well as the challenges and problems associated with them. The effects achieved by architects reflect the design trends in European architecture of the period and testify to a gradual development of the library design theory in Poland.
2

Z dziejów budowy toruńskiego kampusu uniwersyteckiego 1967–1973

100%
Pszczółkowski M.
Zapiski Historyczne
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2010
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vol. 75
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issue 2
151-172
EN
The university district in Toruń belongs to one of the first Polish complex examples of a university campus – a popular phenomenon in the post-war period. The idea to build an academic ‘town’ or ‘district’ appeared at the very beginning of the university’s existence. Binding decisions in the matter were not made until 1963, in connection with the world celebration of the 500th anniversary of the patron’s birth, planned for 1973. The investment was located in Bielany, the town’s peripheral district situated in the north-west part of Toruń. The Department of Architecture of the Warsaw University of Technology was to prepare the urban and architectural plan, whereas Docent Ryszard Karłowicz became the main designer. The spatial form of the campus is original and it does not follow any direct models. It is a concept bearing the optimal functional features, following the characteristic world tendencies in western architectural practice in the first post-war decades. The design of a homogeneously shaped system with a visible functional division was based on grouping scientific-didactic buildings and residential-social buildings along two perpendiculars to the axis. Both axes were connected by the buildings of the library, the Main University Office Building (Rektorat) and the university aula – the centre of the university in the scientific, administrative and cultural sense. On account of the magnitude of the venture, the investment process was divided into three stages: 1967–70, 1971–75, and 1976–80. The work was planned so as to create the whole complex until 1973. Undoubtedly, it was feared that after the end of the Copernicus celebration there might be insuficient funds for subsequent stages. That is why it was important to construct a general university complex, some didactic buildings, and necessary social buildings in the first stage of the construction. The works lasted over 5 years. The ceremonial opening of the campus took place on 2 October 1973. The schedule of the construction process was based on the so-called association network PERT (Program Evaluation and Review Technique). This special method of planning, earlier used in Poland only in theoretical designs of residential districts, was designed in the USA for space projects. Later the association network PERT was used in civilian projects, for example to carry out major construction investments. Thanks to the method, despite delays typical of the socialist economy, all buildings planned in the first stage of the construction of the campus were completed.
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Architektura szkół wyższych w rozwoju historycznym

100%
Pszczółkowski M.
Analecta. Studia i Materiały z Dziejów Nauki
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2013
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vol. 22
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issue 1-2(42-43)
167-190
EN
Academic architecture from the very beginning of its existence, has been connected with the idea of academic collegiality, which itself, reaches back to the medieval times. In the 13th and 14th centuries, there evolved, the so called, collegia (colleges). Being a typical structure, a collegium was a complex of buildings gathered around a courtyard, which was a place of everyday dealings, daily activities, and leisure. The most characteristic idea for the collegial architecture was the shared living and studying as per Robert de Sorbon’s motto: vivere socialiter et collegialiter et moraliter et scolariter. In addition, the fact of concentrating the colleges within individual streets or quarters, allowed the university to emerge as an individual entity in the city structure. In the modern era, the university opened onto the outside world in accordance with the ideals of the Renaissance humanism. It was mainly expressed in an effort to integrate the teaching and representation functions in large, representative buildings of a monumental nature. However, on the British Isles, the college remained the basic teaching unit, and therefore served as an organizational model for the colonists of North America who were raising the foundations of civilization in the New World. The first universities of the New World were built in isolation from urban structures, in natural setting, surrounded by forests, lakes, hills etc. Unfettered space possibilities made it possible that the rule of a rigid, trapezius-like college was abandoned in favour of a loose, spontaneously shaped arrangement, and the part of the courtyard was taken over by a central square – the forum. In such a way, the characteristic structure of an American university campus was developed. The European architecture adopted the campus model relatively late. Although first suggestions for such structures were presented in the 19th century, none of these ideas, however, went beyond the sphere of mere design. Just before the outbreak of World War II, under the auspices of the leaders of the authoritarian states, an initiative of building complete academic campuses was taken. The science, being part of the national culture, was of the ideological importance, which, combined with the common tendency towards gigantism in construction, brought the model results in the form of large-scale assumptions.
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