INHABITAT INTERVIEW: Ed Mazria from Architecture 2030
Geoff: So what roles do the architecture and design schools play in all this?
From page 43: “Schools and teachers are discovering and creating new ways to incorporate sustainability into studios and other coursework. There appears to be more out there than there was 5 or 10 years ago and the efforts are deeper, more layered, and more complex.” But this next part is what’s important: “But our sample includes not a single example where the issues have informed a true transformation of the core curriculum. As promising as many of the courses are, it must be said that sustainable design remains a fringe activity in the schools.”
It gets worse:
Many of the most highly rated architecture schools show little interest in sustainable design, according to our research. The Ivy League schools, which consistently draw top applicants, have not made a noticeable effort to incorporate environmental strategies into their coursework. With few exceptions – notably California Polytechnic State University-San Luis Obispo, our top winner – the same may be said of all the programs listed in the 2005 Design Intelligence ranking of top schools. The implication is that ecology is not considered a design agenda but, rather, an ethical or technical concern. If the best programs, instructors, and students do not embrace ecology as an inspiration for good design, what chance does this endeavor have to transform the industry?
Now I want to turn to Cal Poly-San Luis Obispo, their “top winner.” This is Cal Poly: “the most significant drawback of the Sustainable Environments program is the fact that it is an elective minor and not an integral part of the core curriculum. Though enrollment in program grows every year, currently only about 20 percent of CAED students take part.” Now, listen to this: “Dean Jones, who is new to the school, sees the Sustainable Environments minor as a pilot program for the entire department: ‘It is a long-term goal to integrate this kind of approach within the core curriculum.’” Long-term.
You have ten years basically to change course across the entire building sector, and the top-ranking ecological design program has a sustainable development minor. The top school. And it’s a long-term goal for them. So you get the picture.
School’s must transform – and they must transform immediately. So we’ve organized what we term the 2010 Imperative. That will explain to all the schools what we think needs to be done today, immediately, as well as beginning with the next school year – and, to complete the process, what needs to be done by 2010. By 2010 we’re looking at total ecological literacy in architectural education.
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