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 changed how students thin