Apprendre une ambiance ? Entre usages et appropriation

Résumé En

According to major changes in daily uses of citizens, interaction with places and building couldn't be the same as ever and designers have to take that into deep account. In our view, urban atmosphere is made of daily uses, so creating an atmosphere deals with a comprehensive approach of spaces and places. Citizens want to be considered as individuals with their own practices of urban contexts they live in. People are more and more mobile, so there have to develop special competencies to understand every space they cross, knowing places of mobility (malls, hubs, stations, bus shelters...) are the most crowded spaces in cities. Moving ins't innate, it could be learned and as a sub-topic, it means learning how to move in different places. In other words, logic of user and logic of designer are often incompatible and regulation occurs during daily uses. Since 2001, RATP R1D work on pedagogy of mobility has been made to understand what we call "individual potential of mobility" which a conceptual model of week-being inside mobility places (vehicles and buildings, stations...). This model is based in five main dimensions (language mastering, partial representation, cognitive abilities, mental and physical health, transport experiences, particularly traumatic ones) and base been developed after systematic field observations. In that, mobility has to be understood as a problem of urban time-space cognition. Cognitive psychology was very useful to link time-space recognition with activation/ inhibition processes and crystallized fluid intelligence. In a word, well-being in a "new" place (activating mental process) means forgiving another (inhibiting former experience) and more using fluid intelligence (daily routine processes). Second step was to design an operational process to help acquisition of mobility core competencies in the same way as Economics Nobel Prize A. Sen spoke about capabilities. Results was to create mobility workshops for adults dedicated to learn mode d'emploi of transport systems and mobility classrooms to dedicated to learn basics of mobility culture for young students. After 10 years of empirical validation, we can confirm that learning mobility is made of learning many places and that learning places is an ever evolving process. In conclusion, we want to stress the importance of integrating a integrating pedagogy of daily use by real users as a core dimension of designing an atmosphere.