Re-embodying people and society in city-based teaching

This chapter aims to provide a comprehensive examination of my transdisciplinary teaching practice, which is profoundly influenced by cybernetic thinking. The pedagogical analysis reveals that these teaching practices function as a complex system consisting of interconnected components that generate a diverse range of knowledge and skills. This chapter argues that integrating cybernetic theories with Chinese cities improve the mapping of human interactions with the built environment, individual habits and social influences. The chaotic, intricate and paradoxical nature of Chinese cities has not only spurred the evolution of novel teaching strategies but also cultivated a holistic learning environment through their intricate interplay of components, fostering innovative interdisciplinary collaborations. The pedagogical reflections suggest revisiting fundamental theoretical concepts as a breakthrough point, using an affective framework as a catalyst for teaching about Chinese cities, and exploring urban history as a means of understanding them in a contemporary context.