Everything is Connected
Ecological Thinking in Architecture Education
Jantje Engels (External organisation)
S.S. Mandias (TU Delft - Architecture and the Built Environment)
E.I. Ronner (TU Delft - Architecture and the Built Environment)
Hans Teerds (External organisation)
Janna Bystrykh (External organisation)
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Abstract
OASE 122/123 examines the growing role of ecological thinking in architecture education. Ecological thinking is understood here as rooted in situated knowledge; knowledge contained in material, time and place, and based on relationality; the interconnectedness of things. If these two aspects form the basis of ecological awareness and serve as a compass for the transformation of architectural practice, what does this mean for design education? What should architecture students learn to prepare them for a changing practice? Which new topics need to be addressed, and in what way? Which new forms of knowledge and skills do students need to acquire, and which forms of existing knowledge remain relevant?
To answer these questions, OASE 122/123 examines both the content of education and its appropriate settings and methods. The 34 collected essays, course descriptions and student projects of this double-issue demonstrate how design programmes can respond to the climate crisis and develop new ways of learning, collaborating and designing. Not as a blueprint, but as in invitation to an ongoing dialogue on the ways in which ecological thinking can be anchored in education.