Abstract
In architecture, landscape architecture, and urban design, entangled multiscale and multidomain, or compound, sustainability problems and associated design requirements are becoming rapidly more demanding, complex, and interdisciplinary due to demographic, social, economic, environmental, and technological changes. This places considerable pressure on developing adequate pedagogical approaches to provide the next generation of architects, landscape architects, and urban designers with the knowledge, approaches, and skills to meet these challenges. This article discusses an attempt to develop an adequate pedagogy for a research-integrated master-level design studio along a multimethod approach. Key concepts, approaches, and methods are discussed, along with selected studio projects and a follow-up master thesis project. The projects are examined in terms of their responses to the themes, concepts, approaches, and methods of the pedagogical approach. Finally, further questions concerning the development of the portrayed pedagogical approach are discussed.
Highlights
Humanity faces fast unraveling environmental and demographic crises that present entangled multiscale and multidomain, or compound, sustainability problems
In various conversations with the students, it became clear that certain Sustainable Development Goals (SDG) are closer, and some are further away, from the thematic familiarity of architecture, landscape architecture, and urban design students
The studio employed a multimethod mode of inquiry, and especially research by design, in seeking to tackle compound sustainability problems in architecture, landscape architecture, and urban design
Summary
Humanity faces fast unraveling environmental and demographic crises that present entangled multiscale and multidomain, or compound, sustainability problems. The development of response strategies and associated design requirements are becoming increasingly demanding and interdisciplinary. This is due to the complexity of environmental transformation; rapid demographic, social, economic, and technological changes; and fast increasing resource demands. This is due to insufficient consideration of the complex correlations between what are currently predominately treated as domain-specific problems. This concerns the human-dominated and, the built environment, including architecture, landscape architecture, and urban design. These cumulative developments make it necessary to develop adequate pedagogies and curricula to train the generation of architects, landscape architects, and urban designers with the aim to enable them to recognize and meet these challenges and to anticipate their future development
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