CULTURE SENSITIVE DESIGN EDUCATION – THE BEST OF ALL WORLDS
DS 88: Proceedings of the 19th International Conference on Engineering and Product Design Education (E&PDE17), Building Community: Design Education for a Sustainable Future, Oslo, Norway, 7 & 8 September 2017
Editor: Berg, Arild; Bohemia, Erik; Buck, Lyndon; Gulden, Tore; Kovacevic, Ahmed; Pavel, Nenad
Author: van Boeijen, Annemiek; Sonneveld, Marieke; Hao, Chen
Institution: Delft University of Technology, Netherlands, The
Section: Ethics and Social Issues in Design Education
In architecture, the main pedagogical challenge lies in the gap between what is and what should be taught in design studios. What is appropriate material for inspiring fledgling architects to move beyond one-off authored architecture, and in what ways can teachers make students more equipped to deal with an environmentally-stressed, resource-constrained, over-populated world? The education of future architects can be transformed through a sustained commitment to more than a single project, client, or place. It is essential to introduce architecture students to core principles addressing community needs and available resources. The desert is home to one sixth of world's population, as well as occasional strong and violent sand storms. To survive, humans must live in harmony with the environment, and build self-sufficient lives in unison with nature. This research describes the efforts of first- and fourth-year architecture students to improve livability, increase human comfort, expand community design, and enhance humanity’s relationship with its surrounding environment by considering the opportunities and constraints imposed by desert regions. In the spring of 2016, architecture students were asked to design a selfshaded and self-ventilated building envelope called a Breathable Wall, and thus make an impact on the social landscape of a community by addressing climatic regulations and working with (instead of against) desert conditions.