Ecological Transition in Education and Research

263 Pages·2022·49.984 MB·English

by  Hassan Ait Haddou, Dimitri Toubanos, Philippe Villien

Ecological Transition in Education and Research
Ecological Transition in
Education and Research

Edited by

Hassan Ait Haddou
Dimitri Toubanos
Philippe Villien
First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
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Contents
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
vi Ecological Transition in Education and Research
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
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
Contents vii
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 regression analysis . . . . . . . . . . . . . . . . . . . . . . . . . 92
6.3.3. Determination of global comfort scales . . . . . . . . . . . . . . . . . 99
6.4. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
6.5. Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
6.6. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Chapter 7. Urban Green-Blue Grids as a Potential Factor for
Regulating Urban Temperature: The Marseille Canal – An
Essential Local Opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Séverine STEENHUYSE
7.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
7.2. The diagnosis of urban overheating . . . . . . . . . . . . . . . . . . . . . 109
viii Ecological Transition in Education and Research
7.2.1. Characterization of urban heat islands (UHI) . . . . . . . . . . . . . 109
7.2.2. Urban temperature variation factors . . . . . . . . . . . . . . . . . . . 110
7.2.3. Remedy to UHI effect: the essential role of revegetation . . . . . . 115
7.2.4. Conclusion: simple solutions... but difficult to implement . . . . . . 116
7.3. Urban green-blue grids to limit urban overheating? . . . . . . . . . . . . 116
7.3.1. The urban green-blue grid: definition . . . . . . . . . . . . . . . . . . 117
7.3.2. The UGN and its implementation . . . . . . . . . . . . . . . . . . . . 119
7.3.3. Link with the “nature in the city” challenges . . . . . . . . . . . . . . 126
7.3.4. The implementation of the urban green-blue grid . . . . . . . . . . . 126
7.3.5. Conclusion: heat island and the urban green network:
possible overlaps? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
7.4. The Marseille case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
7.4.1. The Marseille metropolis . . . . . . . . . . . . . . . . . . . . . . . . . 128
7.4.2. An urban context in full reconfiguration . . . . . . . . . . . . . . . . 130
7.4.3. A rich, natural but ambivalent context . . . . . . . . . . . . . . . . . 133
7.4.4. But great precariousness . . . . . . . . . . . . . . . . . . . . . . . . . . 135
7.4.5. What role should be given to the Marseille canal? . . . . . . . . . . 137
7.4.6. Conclusion: a natural space subject to multiple urban
constraints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
7.5. Conclusion: design and build the city of tomorrow by integrating
the issue of urban heat regulation as well as the revegetation of
still available spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
7.5.1. Rethinking the definition of the value of spaces . . . . . . . . . . . . 142
7.5.2. The local planning document and its concrete
implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
7.5.3. The Marseille case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
7.6. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Chapter 8. Summer Comfort in the Face of Climate Change:
Design Adaptation and Rehabilitation . . . . . . . . . . . . . . . . . . . 147
Isabelle VERVISCH-FORTUNÉ
8.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
8.2. The current context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
8.3. Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
8.4. The research/teaching duality for energy transition . . . . . . . . . . . . 155
8.4.1. Research work on energy transition . . . . . . . . . . . . . . . . . . . 155
8.5. The evolution of Master’s degree courses . . . . . . . . . . . . . . . . . . 157
8.5.1. Rehabilitation of vernacular buildings . . . . . . . . . . . . . . . . . 157
8.5.2. Raw earth as an answer to summer comfort . . . . . . . . . . . . . . 162
8.5.3. Design of a new raw earth building . . . . . . . . . . . . . . . . . . . 165
Contents ix
8.6. Energy theories and practices to be reinforced . . . . . . . . . . . . . . . 169
8.7. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
8.8. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Chapter 9. Mutations Project at ENSA Nancy . . . . . . . . . . . . . . . . 173
Cécile FRIES-PAIOLA
9.1. Origins of the team – the Mutations project . . . . . . . . . . . . . . . . . 174
9.1.1. Concerns shared in 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . 174
9.2. Gradual team building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
9.3. The link between teaching, research and practice . . . . . . . . . . . . . 175
9.4. Rencontres Interdisciplinaires Mutations (Mutations
Interdisciplinary Meetings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
9.4.1. The goals of the event . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
9.4.2. The program and the guests . . . . . . . . . . . . . . . . . . . . . . . . 178
9.4.3. First appraisal and perspectives . . . . . . . . . . . . . . . . . . . . . 178
9.5. Mutations project workshops . . . . . . . . . . . . . . . . . . . . . . . . . 180
9.5.1. Framework and project workshop principles . . . . . . . . . . . . . . 180
9.5.2. Appropriation of the exercise by the students . . . . . . . . . . . . . 182
9.6. The Mutations final thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
9.7. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Part 3. Teaching and Research on Ecological Transition:
From Theory to Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Chapter 10. Form Follows Partnership . . . . . . . . . . . . . . . . . . . . 195
Damien ANTONI
10.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
10.2. The need for systemic thought: think global, act local . . . . . . . . . . 196
10.2.1. Metropolization as inseparable from globalization . . . . . . . . . 197
10.2.2. “Globalization does not exist. Only globalized
sectors exist” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
10.3. From systemic analysis to strategic action for urban ecology . . . . . . 199
10.3.1. Form follows partnership . . . . . . . . . . . . . . . . . . . . . . . . 200
10.4. From the designer architect to the partner architect . . . . . . . . . . . 201
10.4.1. From the designer architect to the provider architect . . . . . . . . 201
10.4.2. From the designer architect to the partner architect . . . . . . . . . 201
10.4.3. Replacing the role of the architect as a city strategist . . . . . . . . 202
10.5. Openness: teaching an attitude more than adaptation to
the market . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
10.6. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
x Ecological Transition in Education and Research
Chapter 11. Tackling Global Warming in the Ardèche Valley:
Project Workshop Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
François NOWAKOWSKI
11.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
11.2. Three-year cooperation between ENSAL and the Ardèche valley . . . 206
11.3. Putting the bioregion to the test . . . . . . . . . . . . . . . . . . . . . . . 207
11.4. Climate change and its consequences: a shared issue? . . . . . . . . . . 207
11.5. Climate: a constant that is no longer so? . . . . . . . . . . . . . . . . . . 208
11.6. Territorializing global challenges . . . . . . . . . . . . . . . . . . . . . . 210
11.7. Associating experiences with broader dynamics . . . . . . . . . . . . . 214
11.8. The project as a means of testing, demonstrating, convincing . . . . . 215
11.9. Projects that open a public debate and lead to the emergence
of courses of action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
11.10. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Chapter 12. Learning from Toulouse: Lessons from the
Bioclimatic Houses of Jean-Pierre Cordier . . . . . . . . . . . . . . . . . 225
Clément GAILLARD
12.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
12.2. The volume and exposure of a bioclimatic house . . . . . . . . . . . . . 227
12.3. Trapping and storing thermal energy . . . . . . . . . . . . . . . . . . . . 231
12.4. The greenhouse as a living space and the resident’s role in
bioclimatic houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
12.5. Conclusion on the topicality of the bioclimatic approach . . . . . . . . 238
12.6. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Chapter 13. The !MPACT Contest: An Opportunity for
Architecture Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
KARIBATI
List of Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249