Environmental learning in architecture. From individual choice to collective responsibility
Abstract
Most schools of architecture currently face a
pressing demand by students, construction sector
and media for a dramatic increase in environmental
focus in architectural education. The
construction sector expresses a dire need for
knowledge, best practice examples and tools
that are easy to implement without requiring a
particular interest in environmental issues.
In this article, it is argued that a change of perspective
in education is needed to fully accept
sustainability issues as an intrinsic part of the
architectural discipline; schools of architecture
should not merely expand existing courses and
add specialised teachers into the existing structure.
There is need for a new role for educational
institutions and a new set of learning tools,
not only in interaction with students, but with
the entire architectural community and building
sector.
Using principles of experiential and environmental
learning theory, the author describes a
learning environment that is being developed at
the Faculty of Architecture and Fine Art (AB) at
the Norwegian University of Science and
Technology (NTNU) as a framework for new
knowledge and new recognition regarding sustainable
resource use in architecture. The learning
environment includes a range of measures
aiming to (1) enhance the potential of the existing
curriculum, (2) optimise the communication
of practice and research knowledge and experiences
into education, and (3) improve the development
of competence, mastery and critical
reflection among students and teaching staff.
This learning environment provides at the same
time a good opportunity for academia and practice
to reach out to each other and co-operate in
order to answer to the challenges of climate
change and resource scarcity society faces
today.
The article is the result of a post-doctoral research
project at the Faculty of AB at NTNU,
including teaching experiences, research and
pedagogical development in co-operation with
the Faculty staff and students.
pressing demand by students, construction sector
and media for a dramatic increase in environmental
focus in architectural education. The
construction sector expresses a dire need for
knowledge, best practice examples and tools
that are easy to implement without requiring a
particular interest in environmental issues.
In this article, it is argued that a change of perspective
in education is needed to fully accept
sustainability issues as an intrinsic part of the
architectural discipline; schools of architecture
should not merely expand existing courses and
add specialised teachers into the existing structure.
There is need for a new role for educational
institutions and a new set of learning tools,
not only in interaction with students, but with
the entire architectural community and building
sector.
Using principles of experiential and environmental
learning theory, the author describes a
learning environment that is being developed at
the Faculty of Architecture and Fine Art (AB) at
the Norwegian University of Science and
Technology (NTNU) as a framework for new
knowledge and new recognition regarding sustainable
resource use in architecture. The learning
environment includes a range of measures
aiming to (1) enhance the potential of the existing
curriculum, (2) optimise the communication
of practice and research knowledge and experiences
into education, and (3) improve the development
of competence, mastery and critical
reflection among students and teaching staff.
This learning environment provides at the same
time a good opportunity for academia and practice
to reach out to each other and co-operate in
order to answer to the challenges of climate
change and resource scarcity society faces
today.
The article is the result of a post-doctoral research
project at the Faculty of AB at NTNU,
including teaching experiences, research and
pedagogical development in co-operation with
the Faculty staff and students.
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