Ecological Transition in Education and Research

This book centers on climate change, a pressing issue in the ecological transition, particularly for landscape and architecture schools.

The scientific realities and consequences of this phenomenon are becoming increasingly well-known and it is now evident that architecture, urban planning and landscaping all have the potential to mitigate these consequences.

Ecological Transition in Education and Research is a multidisciplinary collective work, intended to raise awareness of adaptation and mitigation strategies such as action-research, educational innovations and concrete transition practices that embrace different schools of thought. The overall goal is to promote educational practices and research on climate change.

Autorentext
Hassan Ait Haddou was Director of the Laboratoire innovation formes architectures milieux (LIFAM) between 2015 and 2021. He holds a Phd in Mathematics and an HD in Computer Science. He is a lecturer at the École Nationale Supérieure d'Architecture de Montpellier (ENSAM), France, and his research focuses on modeling, simulation, optimization and decision support for architects and planners.

Dimitri Toubanos is an architect, urban planner and a doctor of architecture. He is a lecturer at ENSA Paris-Val de Seine, ENSA Paris-Belleville and Sciences Po, Paris, France. He is also a researcher at the EVCAU laboratory and an associate researcher at the LIAT laboratory. He is a leader of the scientific and educational network EnsaÉco, France.

Philippe Villien is an architect, urban planner and a doctor of architecture. He is a senior lecturer at ENSA Paris-Belleville and a researcher at the Institut Parisien de Recherche: Architecture, Urbanistique, Société (IPRAUS) and at Efficacity. He is also a leader of the scientific and educational network EnsaÉco, France.

Inhalt

Introduction xi

Part 1. Educational Processes at the Service of Ecological Transition 1

Chapter 1. Between Architecture and Climate: A Bioclimatic Approach **3
**André DE HERDE, transcribed by Marjan SANSEN

1.1. Introduction 3

1.2. Bioclimatism 4

1.3. Sustainable development 5

1.4. Smartness 7

1.5. The Architecture and Climate research team 7

1.6. Teaching 9

1.7. Conclusion 11

1.8. Questions 11

Chapter 2. Architecture, City, Landscape: The Place of History in Pedagogy Integrating the Climatic Emergency **15
**Anne COSTE, Frédéric DELLINGER and Theodore GUUINIC

2.1. Introduction 15

2.2. Climatic heritage through the landscape 19

2.2.1. A general trend but individualized local situations 19

2.2.2. The rise of the Mediterranean climate 20

2.2.3. What models are there in this context? 21

2.2.4. Lessons for teaching 22

2.3. What lessons can be learned from environmental history? 23

2.3.1. Synthesis lessons and historiographic points of reference 25

2.3.2. Environmental history as a horizon or as a viewpoint 25

2.3.3. Environmental and long-term history 27

2.3.4. Critique of concepts, alternative narratives, a space for discussion 27

2.3.5. Environmental history: spur or model? 28

2.4. Integration of the climate dimension in the architectural history course 29

2.4.1. With doctoral students: work on precedents 32

2.4.2. Bachelor's degree: first and foremost, establish a relationship 33

2.4.3. Master's degree (seminar/studio): working on resilience through mutual aid and the collective 35

2.5. Conclusion 36

2.6. References 37

Chapter 3. Ecological Transition Architecture Week (ETAW): An Introduction to the Assessment of Risks and Opportunities **41
**Alain GUEZ and Antoine STECK

3.1. Introduction 41

3.2. Identifying current topics in terms of ecological transition 43

3.3. Territorial system sampling 44

3.4. From a thematic analysis.. 46

3.4.1. ... towards the assessment of risks and opportunities in terms of ecological transition 47

3.5. A framework for reflection prior to the project 49

Chapter 4. Climate Commons Educational Research in Action **5
**Edith AKIKI and Emmanuel DOUTRIAUX

4.1. Introduction 51

4.2. Climate 52

4.3. The common 54

4.3.1. Climate and the common 55

4.4. Educational sequences 58

4.5. Conclusion 64

4.6. References 66

Chapter 5. Drawing the Thickness of an Environment, Drawing the Thickness of Architecture **69
**Christophe LAURENS, Valentin SANITAS, Clément GAILLARD, Tibo LABAT and Jérémie BUTTIN

5.1. Introduction 69

5.2. Something is happening in Notre-Dame-des-Landes 70

5.3. Living in the bocage 70

5.4. Translating what we see 71

5.5. Drawing architecture and the environment 72

5.6. The lessons of Geddes 73

5.7. References 73

Part 2. The Challenges of Ecological Transition Met by Research 75

Chapter 6. Overall Comfort in Elementary Schools with Humid Tropical Climates: Methodology for Adapting Comfort Scales **77
**Magalie TÉCHER and Hassan AIT HADDOU

6.1. Introduction 77

6.2. General framework and methods 78

6.2.1. Selection: choosing villages and elementary schools 78

6.2.2. Setting up the questionnaire and collecting data 82

6.2.3. Overall comfort measurement 85

6.2.4. Session planning 85

6.2.5. Sample profile 86

6.2.6. Methodology 86

6.3. Results and discussions 88

6.3.1. Satisfaction analysis 88 6.3.2. Linear...