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As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

- Elizabeth Diller
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Author:
Elizabeth Diller
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Architecture
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Student
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In a progressively privatised city, the defence of public space, the production of new public space, and saving what is public really for the public is very important.

In the 1970s, New York was known as a place of great artistic production. Slowly, my city went from a place of production to a place of consumption.

I hate digital calendars, so I use pen and paper or the palm of my hand for my daily schedule. I get much more satisfaction out of physically crossing things out than deleting.

Aside from keeping the rain out and producing some usable space, architecture is nothing but a special-effects machine that delights and disturbs the senses.

Many tools are indispensable for my work, from a utility knife to parametric-modeling software, like Digital Project. But it's important not to confuse the tool for the content, as some designers under 30 do.

When I was studying architecture in the 1970s, it was intellectually bankrupt.

We're always taught that we're building for permanence, but why? I like the idea of a prosthetic architecture! When a section is removed, the building readjusts its weight distribution, like a living body.

Architects and food at a construction site equals indigestion. We're always looking for details that haven't been executed correctly.

I have a real survivor's instinct.

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As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.

As a student, I hadn't really been interested in architecture at all, but when I started teaching, it grew into me - rather than me growing into it.