Manchester test

Abstract

The issues facing sustainable architecture are complex, as they derive from relationships and
interactions between elements of systems; systems that stretch across scales; relationships that
may be unseen. Commonly, designs intended to improve systems can spark new, unintended
outcomes. It is difficult to see, let alone understand such interactions; it is challenging to design,
let alone teach how to design in such a context. However, it is essential to find solutions to well-
being, equality, and carbon emissions.
This paper reports on the ability of specific techniques, some of which break disciplinary
boundaries, to enhance understanding and how students think of complex issues to improve

design in studios. For discussion purposes, these are arranged in three topics: think holistically
and dynamically, test rigorously, and adapt transformatively.
To think holistically and dynamically, students used two techniques from disciplines outside
architecture. The first is the Integral Framework, an approach from psychology with the goal of
personal integration. In design, this helps to identify elements that inform or impact the project
holistically. The second is systems thinking, an approach from business, which explores the
relationships between elements to understand behavior over time. These two techniques
together can be very insightful.
To test rigorously refers to iterative simulations to quantify and adjust designs. It is a crucial
component to know if a design is effective. This process must be cyclical and started during the
conceptual stage of the design process to maximize insights and benefits.
To adapt transformatively refers to the need for both design and education itself to adapt. The
focus must be to conceptualize and create resilient proposals with the “capacity to continually
change and adapt yet remain within critical thresholds”.
The use of these techniques over the past years demonstrated an enhanced understanding and
chan