Alongside: A conversation about Sustainability and Teaching Design
In this paper we draw on our experience of teaching in an undergraduate landscape architecture design studio that aimed to test ways in which sustainability could be incorporated into design teaching. In the studio we pursued an approach to teaching that challenged students to think critically about...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Lincoln University
2004-06-01
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| Series: | Landscape Review |
| Online Access: | https://journals.lincoln.ac.nz/index.php/lr/article/view/151 |
| _version_ | 1797285250692284416 |
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| author | Fiona Harrisson Judy Rogers |
| author_facet | Fiona Harrisson Judy Rogers |
| author_sort | Fiona Harrisson |
| collection | DOAJ |
| description | In this paper we draw on our experience of teaching in an undergraduate landscape architecture design studio that aimed to test ways in which sustainability could be incorporated into design teaching. In the studio we pursued an approach to teaching that challenged students to think critically about many of the taken-for-granted assumptions about what sustainability could or should mean, and how this unfixed, critical thinking about sustainability might translate into design. |
| first_indexed | 2024-03-07T18:00:25Z |
| format | Article |
| id | doaj.art-29d08310ed6640f7812f95a62d5d26e0 |
| institution | Directory Open Access Journal |
| issn | 1173-3853 2253-1440 |
| language | English |
| last_indexed | 2024-03-07T18:00:25Z |
| publishDate | 2004-06-01 |
| publisher | Lincoln University |
| record_format | Article |
| series | Landscape Review |
| spelling | doaj.art-29d08310ed6640f7812f95a62d5d26e02024-03-02T10:53:06ZengLincoln UniversityLandscape Review1173-38532253-14402004-06-0191120123145Alongside: A conversation about Sustainability and Teaching DesignFiona HarrissonJudy RogersIn this paper we draw on our experience of teaching in an undergraduate landscape architecture design studio that aimed to test ways in which sustainability could be incorporated into design teaching. In the studio we pursued an approach to teaching that challenged students to think critically about many of the taken-for-granted assumptions about what sustainability could or should mean, and how this unfixed, critical thinking about sustainability might translate into design.https://journals.lincoln.ac.nz/index.php/lr/article/view/151 |
| spellingShingle | Fiona Harrisson Judy Rogers Alongside: A conversation about Sustainability and Teaching Design Landscape Review |
| title | Alongside: A conversation about Sustainability and Teaching Design |
| title_full | Alongside: A conversation about Sustainability and Teaching Design |
| title_fullStr | Alongside: A conversation about Sustainability and Teaching Design |
| title_full_unstemmed | Alongside: A conversation about Sustainability and Teaching Design |
| title_short | Alongside: A conversation about Sustainability and Teaching Design |
| title_sort | alongside a conversation about sustainability and teaching design |
| url | https://journals.lincoln.ac.nz/index.php/lr/article/view/151 |
| work_keys_str_mv | AT fionaharrisson alongsideaconversationaboutsustainabilityandteachingdesign AT judyrogers alongsideaconversationaboutsustainabilityandteachingdesign |