| According to IPCC report 2013, the role of man in environmental catastrophe is incontrovertible because of high greenhouse emission in now and recent century. Buildings nearly discharge one third of these pollutants and the task of architects to prevent this hazardous procedure is critical. On the other hand, one main basis of sustainability is education in order to preserve environment and then, training curriculum of architecture discipline, in climate change conditions, should revise. The new training approach establish on holistic and meditative design. Experience of students should sometimes occur in natural workshops with concern to the ecosystem, biodiversity preserving, low cost, and recyclable materials, renewable energies, passive and vernacular contexts. The integrated design process, as participating all of factors, substitutes the unilateralism in thinking design. This article was conducted to content analyze the scientific documents and comparative study on training methods for architecture discipline in Iran. |
- Adapted from the UK Qualifications and Curriculum Authority.(2004). Curriculum content: Education for Sustainable Development, available at: http://www.nc.uk. net/esd/gq3.htm#curriculum_content.
- Adegbile, M. (2012). Sustainable Futures: Architecture and Urbanism in the Global South Kampala, Uganda, Nigerian architectural education in a sustainable age.
- Altomonte, S.,.(2009). Environmental Education for Sustainable Architecture, Review of European Studies,1,2, pp12-21.
- Bokalders ,V. and Block ,M. (2009). The Whole Building Handbook: How to Design Healthy, Efficient and Sustainable Buildings, Paperback by Amazon press.
- The Commonwealth Education Hub .(2015). Education and climate change available at: www.thecommonwealth-educationhub.net, pp 3-5.
- Cortese, Anthony D. (2003). The Critical Role of Higher Education in Creating a Sustainable Future,Planning for Higher Education, March-May, pp15-22.
- GulecـOZER, D., and Turan B. Onur. (2015). Ecological Architectural Design Education Practices Via Case Studies, MEGARON;10(2):pp113-129.
- Lai,L.Y and Ismail Said (2003) "TEACHING METHOD OF LANDSCAPE ECOLOGY STUDIO, available at: https://www.academia.edu/3556129/TEACHING_METHOD_OF_LANDSCAPE_ECOLOGY_STUDIO.
- Medi, H. and Hosseini, S.B.(2007). Challenges against Education of Sustainable Architecture in Iran, TIA Conference, Krems, Austria.
- Medi,H. and Hosseini, S.B. .(2008). Architectural Education in Iran; Barriers and Trends, Journal of Technology and Education, in Persian, 2,3, pp213-221.
- Dias, Rubens A., Mattos, Cristiano R. and Balestieri, J.A.P. (2004). Energy Education: breaking up the rational energy use barriers, Energy Police , 32, pp1339-1347.
- Ecological Literacy .(2004).Sustainability and Architectural Education available at: www.aia.org, p21.
- NAAB, National Architectural Accrediting Board. (2004). NAAB Conditions for Accreditation for Professional DegreePrograms in Architecture.New York: AIA.
- The Commonwealth Education Hub .(2015). Education and climate change available at: www.thecommonwealth-educationhub.net, p 3-5.
- Rutherford, P., Wilson, R. (2006). Education for environmental awareness: creativity in integrated environmental design teaching.In Shannon.
- Samad. A. and Rahman, A .(2007). The Need for A Change in The Built Environment. Sustainable Building South-EastAsia, pp. 431-438.
- Soebarto ,V. and Williamson, T. (2010).Challenges for architectural science in changing climates:Proceedings of the 40th annual conference of the Architectural Science Association ANZAScA. Adelaide: School of Architecture.
- Stevenson, F., Roberts, A., Altomonte, S. (2009).Designs on the Planet. A workshop series on architectural education and the challenges of climate change, Passive Low Energy Architecture Conference. pp 22-24, Quebec, Canada.
|
