Abstract
This paper contributes to the discussion about the place of Building Performance Simulation (BPS) in architectural education. First, the paper introduces three new perspectives grounded in established theory from social science relating to 1) taste, 2) the agency of technical objects such as BPS software, and 3) the divergence between architecture and adjacent fields. The perspectives offered by these theories can be useful for understanding and acting upon some of the longstanding obstacles to the broader adoption of BPS in architectural education. Second, the paper suggests three heuristic goals to guide initiatives to increase the adoption of BPS in architectural education and beyond: familiarity, confidence, and trust. The paper is informed by previous literature on BPS education and the author's experience as a tenure-track faculty member teaching in a five-year professional undergraduate degree program in the United States.
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