A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises
The institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global sc...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-12-01
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| Series: | Urban Science |
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| Online Access: | https://www.mdpi.com/2413-8851/7/1/1 |
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| author | Amanda Yates Maibritt Pedersen Zari Sibyl Bloomfield Andrew Burgess Charles Walker Kathy Waghorn Priscila Besen Nick Sargent Fleur Palmer |
| author_facet | Amanda Yates Maibritt Pedersen Zari Sibyl Bloomfield Andrew Burgess Charles Walker Kathy Waghorn Priscila Besen Nick Sargent Fleur Palmer |
| author_sort | Amanda Yates |
| collection | DOAJ |
| description | The institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global scale. Yet, our ability to respond to these emergencies remains largely circumscribed by educational and professional agendas inherited from 20th-century Western paradigms. As the crises intensify, there is a compelling case for radical change in the educational and professional structures of the built environment disciplines. This paper presents a work-in-progress examination of an emergent architecture programme at <i>Te Wānanga Aronui O Tāmaki Makau Rau</i>/Auckland University of Technology (AUT), Aotearoa New Zealand. The program is within <i>Huri Te Ao</i>/the School of Future Environments, a transdisciplinary entity formed in 2020 to integrate research and teaching across Architecture, Built Environment Engineering, and Creative Technologies. The school itself is conceived as a collaborative project to co-create an outward-facing civic research platform for sharing ecologically positive design thinking across diverse communities of practice. The programme foregrounds <i>mātauranga Māori</i> (Indigenous ways of knowing), transdisciplinary systems, and regenerative design as regional place-oriented contributions to planetary-scaled transformation. We illustrate and evaluate a specific curriculum change tool, the Living Systems Wellbeing (LSW) Compass. Grounded in <i>Te Ao Māori</i> (Māori cosmology and context), the Compass offers a graphic means for students to navigate and integrate ecological relationships at different scales and levels of complexity, as well as affords insights into alternative foundational narratives, positive values, design strategies, and professional practices. This paper identifies four foundational factors for transformative pedagogies. The first factor is the value of a collectively held and clearly articulated vision and focus. The second factor is the capacity and commitment of an academic team that supports and values the vision. Thirdly, the vision needs to meet and acknowledge place-specific knowledges and values. Finally, the pedagogy should have an action research component founded in real-world interactions. While this research-based pedagogy is place-based and specific, we argue that these four factors are transferable to other learning institutions and can support critical pedagogies for social, cultural, and ecological wellbeing. |
| first_indexed | 2024-04-09T21:11:52Z |
| format | Article |
| id | doaj.art-4b2bcafd66084d26a9f239875db816bf |
| institution | Directory Open Access Journal |
| issn | 2413-8851 |
| language | English |
| last_indexed | 2024-04-09T21:11:52Z |
| publishDate | 2022-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Urban Science |
| spelling | doaj.art-4b2bcafd66084d26a9f239875db816bf2023-03-28T15:01:36ZengMDPI AGUrban Science2413-88512022-12-0171110.3390/urbansci7010001A Transformative Architectural Pedagogy and Tool for a Time of Converging CrisesAmanda Yates0Maibritt Pedersen Zari1Sibyl Bloomfield2Andrew Burgess3Charles Walker4Kathy Waghorn5Priscila Besen6Nick Sargent7Fleur Palmer8Huri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandHuri Te Ao Hoahoanga School of Future Environments, Te Ara Auaha Faculty Design and Creative Technologies, Te Wānanga Aronui O Tāmaki Makau Rau Auckland University of Technology, Auckland 1010, New ZealandThe institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global scale. Yet, our ability to respond to these emergencies remains largely circumscribed by educational and professional agendas inherited from 20th-century Western paradigms. As the crises intensify, there is a compelling case for radical change in the educational and professional structures of the built environment disciplines. This paper presents a work-in-progress examination of an emergent architecture programme at <i>Te Wānanga Aronui O Tāmaki Makau Rau</i>/Auckland University of Technology (AUT), Aotearoa New Zealand. The program is within <i>Huri Te Ao</i>/the School of Future Environments, a transdisciplinary entity formed in 2020 to integrate research and teaching across Architecture, Built Environment Engineering, and Creative Technologies. The school itself is conceived as a collaborative project to co-create an outward-facing civic research platform for sharing ecologically positive design thinking across diverse communities of practice. The programme foregrounds <i>mātauranga Māori</i> (Indigenous ways of knowing), transdisciplinary systems, and regenerative design as regional place-oriented contributions to planetary-scaled transformation. We illustrate and evaluate a specific curriculum change tool, the Living Systems Wellbeing (LSW) Compass. Grounded in <i>Te Ao Māori</i> (Māori cosmology and context), the Compass offers a graphic means for students to navigate and integrate ecological relationships at different scales and levels of complexity, as well as affords insights into alternative foundational narratives, positive values, design strategies, and professional practices. This paper identifies four foundational factors for transformative pedagogies. The first factor is the value of a collectively held and clearly articulated vision and focus. The second factor is the capacity and commitment of an academic team that supports and values the vision. Thirdly, the vision needs to meet and acknowledge place-specific knowledges and values. Finally, the pedagogy should have an action research component founded in real-world interactions. While this research-based pedagogy is place-based and specific, we argue that these four factors are transferable to other learning institutions and can support critical pedagogies for social, cultural, and ecological wellbeing.https://www.mdpi.com/2413-8851/7/1/1regenerative architecturearchitectural educationpedagogymauri oraIndigenous knowledgesystem change |
| spellingShingle | Amanda Yates Maibritt Pedersen Zari Sibyl Bloomfield Andrew Burgess Charles Walker Kathy Waghorn Priscila Besen Nick Sargent Fleur Palmer A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises Urban Science regenerative architecture architectural education pedagogy mauri ora Indigenous knowledge system change |
| title | A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises |
| title_full | A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises |
| title_fullStr | A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises |
| title_full_unstemmed | A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises |
| title_short | A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises |
| title_sort | transformative architectural pedagogy and tool for a time of converging crises |
| topic | regenerative architecture architectural education pedagogy mauri ora Indigenous knowledge system change |
| url | https://www.mdpi.com/2413-8851/7/1/1 |
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