Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada
Abstract
:1. Introduction
The Questions
- In what types of architectural projects can this phenomenon be most tellingly observed?
- What particular forms do these architectural lessons take?
- Is it possible to distinguish and categorize these eco-lessons?
- How can a typology of educational architectural strategies inform or help explain the phenomenon in contemporary practices?
2. Research Methodology
- Type 1: Labeling (an attempt to transmit lessons while emphasizing environmental performances, norms or labels)
- Type 2: Experiential (an attempt to transmit lessons while emphasizing a physical and at times haptic approach through the building itself)
- Type 3: Iconic (an attempt to transmit lessons while emphasizing a more visual and at times more symbolic approach)
3. Three Contemporary Theories of Education (Behaviorism, Cognitivism, Constructivism)
4. Comparative Analysis
5. Academic Sustainable Cases Analyses
5.1. The Joyce Centre for Partnership & Innovation (JCPI)
- Labeling = Moderate
- Iconic = High
- Experiential = High
5.2. Wood Innovation and Design Centre
- Labeling = Moderate
- Iconic = High
- Experiential = High
5.3. University of Calgary—Energy Environment Experiential Learning Centre
- Labeling = Moderate
- Iconic = High
–Taxi driver to Peter Busby, en route from Calgary airport to EEEL.[60]
- Experiential = High
5.4. Centre for Interactive Research on Sustainability (CIRS)
- Labeling = Moderate
- Iconic = Moderate
- Experiential = High
5.5. Humber Arboretum Centre For Urban Ecology
- Labeling = Moderate
- Iconic = Moderate
- Experiential = High
5.6. Beamish Munro Hall Building
- Labeling = High
- Iconic = High
- Experiential = High
“The students’ learning capacity and the building’s innovative-technologies teaching characteristic create an integrated learning experience that enriches not only ILC’s students but the entire Queen’s community in an environmentally responsible manner. […] The building itself promotes sustainability and teaches engineering concepts to the entire community; not only are engineering students affected by its presence, but also staff, visitors, and the general public are becoming subject to interaction with the ILC’s outstanding standards in education and building performance.”[72]
5.7. University of Guelph-Humber
- Labeling = High
“This living wall biofilter measures 10 m wide and 16 m high for a total area of approximately 160 m2. This is our first living wall and still one of our largest. Fully integrated into the building air-handling systems, and capable of delivering 40,000 CPM, this living wall biofilter is supplied by natural light, and supplemented with architectural lighting. This living wall contributed towards the building receiving a 2005 award of excellence from the Royal Architecture Institute of Canada”.[75]
- Iconic = High
- Experiential = High
6. Conclusions
- The Labeling approach puts an emphasis on a series of environmental attributes, norms, labels or standards characteristic of green architecture. The label is often attached to the building not only discursively but physically as a proof of exemplarity, for example on the front entrance or in the naming of the building (e.g., Leed Gold Learning Centre).
- The Experiential approach is the more practical one as it presents all or part of a building as a learning tool to be understood through haptic of physical experiences (e.g., the lobby or main atrium defined as a learning space within the learning centre).
- The Iconic method is less quantitative than the labeling one and rarely offers an experience. It relies on a visual narrative which puts emphasis on visible and identifiable symbolic devices of ecological architecture (e.g., the green roof, green wall or solar roof as visible attributes of the learning centre).
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Project Name | Year | Labeling | Iconic | Experiential |
---|---|---|---|---|
More academic sustainable exemplars | ||||
Joyce Centre for Partnership & Innovation (JCPI) | 2018 | 1 | 2 | 2 |
Wood Innovation and Design Centre | 2014 | 1 | 2 | 2 |
University of Calgary—Energy Environment Experiential Learning Centre | 2011 | 1 | 2 | 2 |
Centre for Interactive Research on Sustainability (CIRS) The University of British Columbia | 2011 | 1 | 1 | 2 |
Humber Arboretum Centre for Urban Ecology | 2007 | 1 | 1 | 2 |
Integrated Learning Centre—Beamish Munro Hall | 2004 | 2 | 2 | 2 |
University of Guelph-Humber | 2004 | 2 | 2 | 2 |
comparison | 9 | 11 | 14 | |
Less academic sustainable exemplars | ||||
Queen Richmond Centre West | 2016 | 2 | 1 | 0 |
TELUS Garden | 2015 | 2 | 1 | 1 |
Bibliothèque Raymond-Lévesque | 2004 | 2 | 0 | 0 |
comparison | 6 | 2 | 1 |
0 | 1 | 2 | |
---|---|---|---|
Labeling | No emphasis on quantitative attributes of sustainable architecture | Somewhat focused on quantitative attributes of sustainable architecture | High emphasis on some typical quantitative attributes of sustainable architecture |
Iconic | No sign of communicational devices or symbolic discourse | Somewhat focused on communicational devices or symbolic discourse | Highly focused on symbolic and communicational devices |
Experiential | Building by itself does not convey any eco-lessons | Building partly conveys eco-lessons | Highly focused on building as a learning experience |
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Chupin, J.-P.; Hazbei, M.; Pelchat, K.-A. Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada. Sustainability 2021, 13, 8166. https://doi.org/10.3390/su13158166
Chupin J-P, Hazbei M, Pelchat K-A. Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada. Sustainability. 2021; 13(15):8166. https://doi.org/10.3390/su13158166
Chicago/Turabian StyleChupin, Jean-Pierre, Morteza Hazbei, and Karl-Antoine Pelchat. 2021. "Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada" Sustainability 13, no. 15: 8166. https://doi.org/10.3390/su13158166