Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Key elements of teaching sustainable design and their integration in Russian architectural education.
It is widely understood now, that we have to change the way we live on Earth in order to survive as a species. Architects as designers of the built environment can have significant effect in this process by creating an environment that provides for human needs while still preserving and even improving nature. This understanding has led to introduction of courses in sustainable architecture in many United States and European universities, but at present time there are no such courses offered in Russian universities. The study presented in this paper is conducted as a part of a graduate research thesis on developing a curriculum that would allow issues of ecological design in general and sustainable/regenerative architecture in particular to be an integral part of architecture education in Russia. The paper defines key elements in teaching sustainable design and ways to integrate those elements into curriculum of a Russian university. It examines courses in the field of sustainable/regenerative architecture taught at United States universities, as well as textbooks and other resources used in these courses. The analysis shows that successful programs don’t focus on architectural applications alone, but develop general ecological attitude; provide students with the information on the available resources, tools and methodologies and their appropriate applications; and promote multi-disciplinary and holistic approach to design process. The study also reveals that issues of sustainability could be efficiently integrated into different course formats that range from lectures (ECS) to seminars with opportunities for hands-on experience (Vital Signs) to integrated design studio projects. The second part of the paper provides an overview of the Russian system of architecture education, current level of environmental issues involved in the architectural educational process and existing opportunities for interdisciplinary study. It suggests several ways to integrate issues of sustainability into the curriculum, such as a series of lectures within the History of Modern Architecture course, an elective course in sustainable architecture, or a design studio project. It also stipulates the ways the key elements defined in the first part could be integrated into such courses. The paper concludes that sustainable/regenerative design can be an integral part of architecture education in Russia creating a new generation of eco-logical, as opposed to techno-logical, architects.
Key elements of teaching sustainable design and their integration in Russian architectural education.
It is widely understood now, that we have to change the way we live on Earth in order to survive as a species. Architects as designers of the built environment can have significant effect in this process by creating an environment that provides for human needs while still preserving and even improving nature. This understanding has led to introduction of courses in sustainable architecture in many United States and European universities, but at present time there are no such courses offered in Russian universities. The study presented in this paper is conducted as a part of a graduate research thesis on developing a curriculum that would allow issues of ecological design in general and sustainable/regenerative architecture in particular to be an integral part of architecture education in Russia. The paper defines key elements in teaching sustainable design and ways to integrate those elements into curriculum of a Russian university. It examines courses in the field of sustainable/regenerative architecture taught at United States universities, as well as textbooks and other resources used in these courses. The analysis shows that successful programs don’t focus on architectural applications alone, but develop general ecological attitude; provide students with the information on the available resources, tools and methodologies and their appropriate applications; and promote multi-disciplinary and holistic approach to design process. The study also reveals that issues of sustainability could be efficiently integrated into different course formats that range from lectures (ECS) to seminars with opportunities for hands-on experience (Vital Signs) to integrated design studio projects. The second part of the paper provides an overview of the Russian system of architecture education, current level of environmental issues involved in the architectural educational process and existing opportunities for interdisciplinary study. It suggests several ways to integrate issues of sustainability into the curriculum, such as a series of lectures within the History of Modern Architecture course, an elective course in sustainable architecture, or a design studio project. It also stipulates the ways the key elements defined in the first part could be integrated into such courses. The paper concludes that sustainable/regenerative design can be an integral part of architecture education in Russia creating a new generation of eco-logical, as opposed to techno-logical, architects.
Key elements of teaching sustainable design and their integration in Russian architectural education.
CHENCHIK, Yelena (Autor:in)
12.06.2019
ARCC Conference Repository; 2002: Reflective knowledge and potential architecture | l’Université de Montréal.
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
DDC:
720
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