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A Biophilic Design Guide to Environmentally Sustainable Design Studios

  • Details the methods and processes of teaching biophilic design with examples

  • Includes a systematic guide on developing sustainable and biophilic design frameworks within architecture studios

  • Presents design tools that can enhance the biophilic properties of sustainable design in education contexts

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

Buying options

Softcover Book USD 54.99
Price excludes VAT (USA)
This title has not yet been released. You will be able to pre-order it soon.

About this book

This book explores the current challenges of teaching biophilic design within environmentally sustainable design (ESD) education. It shows how design frameworks and success matrices can be used within ESD education, explores the development of biophilic design frameworks and shows how design thinking can be used to adopt biophilic design within ESD education. It introduces the new 'Process Bridging Technique (PBT)' that can be used to generate sustainable design frameworks able to fulfil the requirements of a performance-based approach and, at the same time, enhance human-nature connectedness.

Based on an educational design research project developed in the past two years at the University of Sydney, this book informs new approaches to ESD education and bridges the spheres of research, education, and profession. It serves as a practical guide on how to systematically develop a design framework that can be used in architecture education, while presenting the pioneering 'Process Bridging Technique' developed by the authors.

Keywords

  • architecture studio education
  • sustainable architecture studio education in Australia
  • sustainable design thinking
  • biophilic design thinking
  • biophilic design framework development
  • biophilic design framework development in architecture education
  • design frameworks within sustainable architecture design studio
  • elemental philosophy as education tool
  • perception of nature in education
  • elemental view of nature in education
  • environmentally sustainable design education
  • biophilic design education
  • sustainable architecture design education
  • architecture education and sustainability

Authors and Affiliations

  • The School of Architecture, Design and Planning, The University of Sydney, Sydney, Australia

    Niranjika Wijesooriya, Arianna Brambilla

  • Sydney School of Education and Social Work, The University of Sydney, Australia, Sydney, Australia

    Lina Markauskaite

About the authors

Arianna Brambilla is a senior lecturer in architecture at the University of Sydney, Australia, and a Higher Education Academy fellow. Arianna has extensive experience in architecture studio teaching, especially focused on regenerative and sustainable design. Since 2017, she has been teaching sustainable design research studios in the Master of Architecture Program at the University of Sydney, where she started defining her teaching philosophy based on the experiential teaching approach, aimed at building students self-efficacy. Arianna is interested new teaching approaches that can enhance students’ environmental awareness and ability to autonomously develop assessment frameworks that can be used as design tools both in the studio and in their professional lives.

Niranjika Wijesooriya is an architect by profession, a chartered member of the Royal Institute of British Architects and corporate member of the Sri Lanka Institute of Architects, and the Society of Environmental Engineers, United Kingdom. Niranjika has extensive experience in architectural teaching within the studio as well as professional consultancy in sustainable design. This guidebook is an outcome of her PhD research project in Architecture at the University of Sydney, Australia. She currently leads the Centre for Biophilic Design, an interdisciplinary online forum promoting research, education and design to nurture human nature connectedness in built environment.

Lina Markauskaite is a Professor of Learning Sciences at the University of Sydney, Australia. Her research spans three related areas: students and teachers’ digital capabilities; professional learning for complex knowledge work and innovation; and technology-enhanced research methods. Her recent research projects have mainly focused on understanding the nature of complex professional knowledge work and learning, in inter-professional and inter-disciplinary contexts, and how to facilitate knowledge co-creation on emerging knowledge frontiers. Her work pays close attention to how people’s cognitive ability (‘thinking in the head’) is entwined with the environment and action in the world.

Bibliographic Information

Buying options

Softcover Book USD 54.99
Price excludes VAT (USA)
This title has not yet been released. You will be able to pre-order it soon.