ABSTRACT
This paper describes the work of the Circular Prototyping MA studio at Oslo School of Architecture and Design. It seeks to determine the value of fluid transitions between theory, pedagogy and practice within the emerging realm of architecture with planetary boundaries and circularity as an applied framework. The paper presents three case studies of realized design prototypes as demonstrators of policy frameworks applied at the academic level as a foundation for design development. In parallel, resistive design parameters such as GWP and resource economies provide conditions for advancement in the pedagogy and practice of circular building practices. Finally, the discussion relates the value of course learnings to practice and how policy making can benefit from a proving ground hosted by academic institutions. The paper discloses opportunities in the broader adoption of prototyping as a method to fully realize the potential of the architect as a polymath.
