师兄师姐译的the architectural education位于LittleBigHorn河乌鸦印第安人营地

TheBigRethinkPart9:RethinkingArchitecturalEducation 28September2012|ByPeter位于LittleBigHorn河的乌鸦印第安人的营地Detachedfromthefermentofepochalchange,thegrovesofacademearefailingtoengagewithcurrentcriticalrealitiesApartfrompleadingforbluntandlongoverduecriticalcommentaboutvariousarchitects−somestarchitectsarenominatedrepeatedly,youcaneasilyguesswho−themostcommonrequestintheprivatesreceivedinresponsetotheseessaysistodiscussarchitecturaleducation.Thistooisasubjectprovokingstrongopinions,thoughwithratherlessconsensus.Theunease,andoftendismay,feltaboutarchitecturaleducationisunsurprisingandhasbeenlongfestering.Aprimarythemeoftheseessaysisthatweareinthethroesofmassiveepochalchangethatmustprofoundlyimpactarchitecture.HencetheurgentnecessityforTheBigRethinktowhichtheseessaysareatinycontribution.Yettovisitmanyarchitecturalschoolsistoenteratimewarpwherethe‘anythinggoes’postmodernrelativismofthe1980spersists,andtutorsandlecturerspursuetheirowninterestsregardlessofanylargerrelevance.Indeed,italmostseemsthatthemoreoverwhelminglyurgenttheloomingcrisesprovokedbysystemiccollapseofinterdependentaspectsofourglobalcivilisation,themorefrivolousthepursuitsofacademe.Evensustainabilityisreducedtoamuchtoonarrow,peripheralsubjectaddedontothecurriculumratherthanformingthecoreofaradicallyrestructurededucation.因此，对大有如此紧迫的需求而言，这些的贡献依然非常有限。然而，当探访许多建筑院校时，发现他们进入了一个在80年代的拥护者下的“怎样都行”的后现代相对 Butquiteapartfromnotpreparingstudentsfortheverydifferentfutureinwhichtheywillpractise,schoolsarestrugglingtokeepupwithchangesthatarealreadytransformingarchitecture.Theseincludetheproliferationofevermorematerialsandnewmodesofmanufacture,assemblyandconstructionmanagement,aswellasnewsoftwarebringingnovelmodesofysistosuchthingsasstructuralstresses,ambientconditions(lightlevels,airmovementandwindpressure,temperature,humidityandsoon)andevenmovementpatternsofpedestriansandvehicles(aswithSpaceSyntax).Thiscomplexityputsdemandsonarchitectsattheleading-edgeofpracticethatareincreasinglybeyondthecapacityofanyindividual.Hencearchitectscollaboratewithawideningarrayofconsultantsinmultidisciplinarydesignteamsinwhicheventhearchitectcomponentismadeupofindividualsofdifferingexpertise.Incontemporaryparlance‘wehavemovedfromtheageofgeniustoscenius’.Yetarchitecturaleducationisstillgearedtoproducingthesolitarygenius,ratherthantoday’scollaborator−althoughadmittedlysuchteamsmightstillbenefitfromthegenius-typeforguidanceandfinaljudgements.1Oftenafterlecturingatanarchitecturalschoolandshowingthecomputermodellingandysisinformingsomecontemporarydesign,aswellasthetechniquesusedtocoordinateconstructionandsoon,professorsprivayadmitdespairattheimpossibilityoffindingtheskilledpeopletoteachsuchthings,letalonebeavailableforstudentstoconsultwith.Yetafewoftheschoolsdismissedas‘provincial’bythosewhoseethemselvesasthemetropolitanelite,reputedlygiveagoodandmoreorlessuptodatetechnicalgrounding.Eveninoneortwooftheelitemetropolitanschools,itispossibletogetexcellenttechnicaltuitionandcallonfirstclassconsultantsforguidanceduringdevelopmentofstudentprojects−thatis,ifthestudentissoinclinedandtheunitmasterpermitsit.Confusingly,thereisatleastone‘elite’schoolgraduatesaremuchindemandbypracticeswhenrecruiting,despitetechnicaltraining,simplyfortheworkethosThefourquadrantsofIntegraltheory’sAllQuadrantAllLevel(AQAL)Ifpractitionersmoanaboutstudentsunpreparedforpractice,acomintconsistentlyvoicedbystudents,teachersandsomepractitionersisaboutthegriponarchitecturaleducationofpostmodernrelativism,althoughthatisusuallynottheterminologyused.Asexinedinearlieressays,postmodernisminitiallybroughtgreatbenefits.Itscriticismsofmodernarchitecture,suchasforitscontextualinsensitivity,broughtthenewmaturityfoundinthebestcontemporary如果从业者抱怨学生并未对工作做好准备，来生，老师以及一些从业者会把抱怨的焦Evenpostmoderntheorywasinitiallyusefulinbroadeningdiscourseanddrawingattentiontothesemioticdimensionsofarchitecture.Andwhathas eitsexcessiverelativismwasinitiatedbyvalidatingpreviouslyrepressedvoices,suchasthoseofwomenandthecolonised.Themultiplicityofsthisalertedustoareimportantinbreakingthegripofmodernity’stoonarrowcertainties,sofacilitatingepochalchange.Butlikemodernity,postmodernityhashungontoolongandthebenefitsitbroughtarenowoutweighedbyitstoxicdownsides.Therelativismthatcharacterisespostmodernityrejectshierarchies,socannotprioritise,andseesallformsof‘reality’asarbitraryconstructs,sodismissingofscienceasjustanothernarrative.Thepostmodernmindsethasthus eamajorblocktobothdealingwithurgentissues,suchasenvironmentalcollapse,andembracingmorecontemporarymodesofthought,manyofwhicharepowerfullyrelevanttoarchitecture.Itislikeavaccineinoculatingagainstthemanynewcurrentsofthought.ARomanticimageofasettlementprovidingrudimentaryshelterforanomadiccommunitybyJosephHenryJosephHenrySharp一种为一个游牧民族提供原始的帐篷的居住形式的一副浪漫的ItresiststheBigPicturethinkingnecessarytounderstandwhereweareinevolutionaryandhistoricalterms−essentialtogaininginsightintotheproblemswefaceandtheirpotentialsolutions−andthedevelopmentalmodesof21st-centurythinkingandtheirscience-basedstrategiesofaction.Besidesbringingabouttheincreasingirrelevanceofarchitecturaldiscourse,ithasdramaticallynarroweditsconcerns.Evenmanyteachinginarchitectureschoolscomintheschoolsarenotevenparticipatingin,letaloneleading,thenecessarydebatesofourtime.HencepostmoderntheoryisexactlyogoustoscholasticismattheendoftheMiddleAges,whichinitsobsessionwitharguingoverthenumberofangelsontheheadofapindidnotnoticetheRenaissanceburgeoningallaround.悉我们的问题以及他们潜在的解决方式非常重要，以及21世纪的思想发展模式和他Butasweallknow,thepostmodernmindsetdominateshistoryandtheorydepartments,hometoPhDswhoappointotherPhDswho,inknowingmoreandmoreaboutlessandless,arenotanaturalfitwithageneralistsubjectsuchasarchitecture.Butthesearethepeoplewhoboosttheresearchratingsandsothefundingofschools,nomatterhowworthlessthatresearchtothepracticeofarchitecture.Hencesomeschoolsarestaffedbydisproportionatenumbersofsuchscholarswholacktheskillsandexperiencetocontributemuchtotherestofarchitecturaleducation.Besides,toooften,studyingforaPhDcanruinpromisingstudents,leavingthemfitonlyforacareerinarchitecturaleducation.Hencemanyprofessorsadmitinprivatethatauniversityisprobablynotthebesthomeforanarchitecturalschool.但正如我们所知，后现代思维了历史与理论学科，这是一个由PhD来指定其他PhDPhDAkeysteptomodernitywasthedifferentiationoftheBigThreeoftheTrue(right-handTheorycoursestendtobemoreconcernedwithsuchthingsaslirytheoryandFrenchphilosophythananythingtodowitharchitectureandmistakeobfuscationforprofundity,dressingupthemostbofobservationsinobscurelanguage.Butstudentsandotherstaffseemtosimplyacceptthattheorycoursestendtobeirrelevantandtaughtbypeoplewithalimitedgraspofarchitectureandevenlessabilitytodiscernquality−whichofcourseinfringespostmodernity’stabooagainsthierarchyorranking.2Butthisirrelevancetendstobetoleratedasrelativelyharmless:insteaditseemsmorestudentsareupsetbytheoftenpoorteachingofhistory,recognisingthatthisshouldbeanimportantandreallyuseful们的一些课程破坏了后现代的，等级与排序。但是这些奇怪的状况似乎也变得没Again,theproblemisrelativismassomelecturers,insteadofteachingathoroughandroundedhistorycourse,discussselectivethemesthroughthenarrowlensofsomealinterest.Askatheoryorhistorylecturerwhohasoutlinedsuchacoursewhatmightmakeitamongthetop1,000topicsstudentsshoulddevotetheirlimitedtimetoandthequestionisdismissedaspreposterousastheanswerisobvious:wellthatiswhatinterestsME.Yetbesidesimprovingtheteachingofconventionalarchitecturalhistory,thereisnowalsoaneedforcoursesreappraisingarchitecturalprecedentwithaneyetothelessonsworthcarryingforwardtoinformtheprocessof‘transcendandinclude’(ARsMay,JuneandSeptember2012).Suchcoursescanonlybeconductedbyarchitectswithamoreroundedandpragmaticunderstandingofarchitectureanddesignthanhavemosthistorylecturers.Thepostmodernethoshasinfectedcriticismoutsidetheschoolstoo,sothatpatentnonsensebystarchitectsescapescensure.Probablythemostfrequentcomintaboutthelatteristheover-emphasisonconcept−asconsistentwithpostmodernartandarchitecture’scentralconcernbeingtherepresentationofsometheoreticalposition,conceptorscenario.Theseareusuallyquitearbitrarilychosen,andtypicallyattheexpenseofanygroundinginlargerrealities,includingthatofthepatienthoningofcraftthroughwhichtheartworkandthe/architectacquireStudentsalsocominofthepressureinsomestudiostocomeupwithaconceptintheearlystagesofdesignratherthanlettingoneemergefromresearchordesigndevelopment.Worstofallthoughisthatoneconceptisdeemedasgoodasanother,apatentlypreposterousnotion,andforavisitingcritictopointoutflawsinaconceptisseenasinhibitingastudent’screativity.Ratherthanrelevance,whatissoughtisstartlingoriginality,nomatterhowspurious.Arelatedproblemisthepursuitof alinterestasthebasisfordesignandresearch.Allthisfuelsthefragmentationofapproachesaspluralism,themaskthatattemptstocamouflageconfusionanduncertaintytoArchitecture,nningandurbanism,andlandscapearchitecturearetreatedasthreeseparatefields,buthavepulledapart建筑，规划与都市主义以及景观建筑被视为3个无关的领域，相互排Inpullingthemapartfromwhatshouldbeacommoncore,thecrucialgroundingforsustainability,isneglected由于把他们本应是共同的部分退离出去，这是可持续性的关键基础，却被忽略了Theseproblemsarefurthercompoundedbytheunitsystem,aneo-liberalistwayofsubcontractingoutstudioteachingwithouttakingmuchresponsibilityforit−solongasunitsattractstudents.Thuseachunitstrivesforadistinctidentity,furtherfragmentingtherangeofapproaches,usuallybypullingawayfromanyusefulcommongroundandexploringtheoftenratheresotericandinconsequentialinterestsofthetutors,fromwhichthestudentsmayleapoffintoevenmoreobscurerea.Inthesecircumstances,anynotionofacoherentcurriculumgivingafullyroundedgroundinginarchitecture esunthinkable–andmanyacademicswoulddisputetheneedforanysuch这一系列的问题会因这种单元系统（unitsystem）进一步复合化，这是一种不需要承担太多责任的分包教学的新自由主义方式，只要这些单元还可以吸引学生。因此，每IntegraltheoryandculturalAkeyportionofIntegraltheorynotmentionedyetistheassociationofparticularepochsandtheirmindsetswithparticularculturalvaluesandevenalitycharacteristics.RememberthatakeyassumptioninformingtheAQALdiagram(ARMarch2012,p70),andoneofitsmostusefulinsights,isthatdevelopmentinonequadrant−progressionupaline,anothersubjectnotyetexplored−ismatchedbycorrespondingdevelopmentsintheotherquadrants,inthiscaseculturaldevelopment(LL)matchedbypsychologicaldevelopment(UL).观，甚至是个人性格特征的思维方式的关联。记得在AQAL图示中（ARMarch2012,Thustheethosandalityassociatedwithpostmodernityisoftenreferredtoas‘caringandsharing’,concernedwiththewellbeingofothers,respectfuloftheiropinionsandalwaysseekingconsensus−allupsidesofrelativism.Henceitisalsoassociatedwithinterminablemeetingsandineffectuality,bothondisyinacademe.Somebusinessesapparentlyusepsychologicalprofilingtoscreenoutsuchtypes.Anyway,thedownsideofthisalityisthatwhilerespectfuloftheviewsofothers,he/sheexpectssimilarrespectandacceptanceofhis/herviews,andifthesearequestionedthereisarelapseintonarcissisticanger(‘whoareyoutoquestionmyinterests?To anagendauponme?’)Postmodernity’sunquestioningtoleranceleadstolecturersofferingcoursesonthemostabstruseofsubjects,merelybecauseitisa alinterest.Postmodernismmighthaveexacerbatedtheproliferatingfragmentationinlectualpursuitsthatischaracteristicofourtimes,butthisfragmentationstartswiththeoriginsofmodernity,asexinedinanearlieressay(ARFebruary2012).Thetwokeyinnovations,differentiatingmodernityfromeverymindsetthatprecededitandonwhichitspowerfuleffectivenessdepends,bothfragmentaryinimpact.Onewaspositinganobjectivereality,independentofus.Underpinningmodern,materialistscience,thisdualisticnotionexcludesandalienatesusfromaprogressivelydisenchantedworldand,togetherwithitscorrelatedmodesofreductive ysis,erodesthecognitiveandexperientialrelationshipsbetweenthingssothattheworldfragmentedintoisolatedobjectsandunrelatedfieldsofknowledge.This,andthedownyingofthesubjective,alongwithreligionandthespiritual(FriedrichNietzsche’sDeathofGod),underminedtheunderpinningsofculture,whichonceexinedourceintheworldandourrelationshipswithotherpeople,ouroriginsandallelse.与现代性的一同发端的，正如一篇早期文章解释的那样(ARFebruary2012)这两个关Proposedfoundationcoursefocusingonwhatshouldbethecommonareasof预设的基础课程关注的是学科交叠的共同领域Moreevolvedversionwithengineeringavailableasaresourcetobeconsultedandtheregenerationofcultureasaconstantbackgroundtheme随着工程学的介入，其可用为咨询并且文化的再生作为一个永恒 背景所形成升级ThesecondkeyinnovationinitiatingmodernitywasthatwhathadbeentheorganicunityoftheGreatChainofBeingwasdifferentiatedintothethreemajorfieldsoftheTrue,theGoodandtheBeautiful.Thiswasadistinctionthathadalreadybeenmadeby to,butnowledtotheseparatefieldsofNatureandScience(theTrue),CultureandMorals(theGood)andArtandAesthetics(theThisdifferentiationbroughtpowerfulbenefitsinallowingthesedisentangledfieldstobedevelopedindependently.But,compoundedbytheprivilegingofobjectivereality,differentiationgraduallyledtoapathologicaldissociationandfurtherfragmentationintomultiplesilosofexpertise.Inturn,thisleftusblindtotherelationshipsbetweenthesefieldsandthenegativeconsequencesofignoringtheserelationships,whicharedismissedasmeresideeffects,externalitiesandcollaldamage.Modernity’spowerthusbecameitsdestructivenessandhasnowbroughtustothebrink,yetpostmodernrelativismispowerlesstoeffectfundamentalchange.Thishighlightstheurgentneedtodeviseasustainable,trans-modern(post-postmodern)culture.Buttheculturesofthepastweregroundedinareligionorspiritualtradition.Oncethiswaseroded,arthadtosubstituteforreligioninofferingspiritualandpsychologicalsuccour.Thiswasachallengethefirstwaveofmodernmasterswereabletomeet(inlargepartbecausetheywerethelastgenerationproperlyschooledandgroundedinWesternclassicalculture).Butitcouldnotbesustainedandhasledtothevacuityofpostmodernconceptualartandarchitecture−aswellas,withoutanintegrativeculturetobindthem,theprogressivesegregationofthedifferentkindsofart.ThusarchitectureisnolongertheMotheroftheArts,theframeforandcompletedbythesculptureandpaintingthatwereutterlyintrinsictoit.Thefragmentingimpactofmodernityalsoledtothenowtooextremeseparationofthefieldsofenvironmentaldesignandtheireducation:architecture(oftentaughtinanartschool);urbanism(particularlynning,wherenounderstandingofarchitecturemightbetaught);andlandscapearchitecture(whichmightbetaughtinahorticulturalschool).Yet,aswewillsee,muchofwhatshouldbetheessentialfoundationsofsustainabilitymustlieinwhatshouldbetheoverlapsbetweenthesethreemajorfieldsofenvironmentaldesign.Sowhatmightaradicallyrethoughtandupdatedarchitecturaleducationbelike,oneadequatetothechallengeswemustfaceandthatgivessustainabilityitscentralrole?Thereisspacehereforonlyafewsuggestions,althoughfutureessayswilloffermore.Anexampleofafourquadrantarchitecturalcurriculum,bestunderstoodinconjunctionwiththeAQALdiagramToproperlyintegratesustainabilityintoarchitecturaleducation,amuch-expandedvisionofwhatitentailsnotonlyneedsto ethecoreofthecoursebutshouldalsobethatofayear-longfoundationcoursesharedbystudentsintending earchitects,urbandesignersandnners,andlandscapearchitects.3(Perhapsproductdesignersandengineersshouldparticipatetoo,althoughthismightresultinafragmentinglossoffocus.)Thiswouldgroundalltheseinthenowgenerallyneglectedareasofknowledgeandexpertisetheyshouldshare,deepeningandbroadeningtheireducationandcreatingacommoncontextandmutualunderstandingfacilitatingfuturecollaboration.Itisacommonexperiencethatyoulearnmoreaboutanotherspecialisationthroughcollaboratingonaprojectthanfromacourseoflectures.Amongthesubjectsstudiedwouldbeanintroductorycourseonevolutionandecology,whichwouldthenleadontohumanecologyandthehistoryofhumansettlementstoprovideaverynecessarycontextforunderstandingallformsofenvironmentaldesign.Alliedtothiswouldbeacourseontherelationshipsbetweenclimateanddifferingculturaladaptationstoit,suchasintypesofshelter,settlementsandagriculture,andtheconsequencesforalltheseofclimatechange.Anotherkeysubjectwouldbetolookattheflowsofmaterials,energy,foodandotherresourcesthroughourglobalisedworld,fromextractionthroughtowaste.Althougharchitectsarealreadyusingmorerecycledmaterials,theuseandflowofresourcesisakeysubjectripeforradicalreappraisal,impactingonallformsofenvironmentaldesign.型上，还有气候变化带来的影响。另一个关键学科是观察材料，能源，食物和其他资源通Allthesecourses,withtheirprimarilyobjectiveorientation,wouldprovidethenecessaryexpandedcontextforunderstandingthechallengesincreatingasustainableculture.Butsotoowouldintroductionstothemoresubjectivereaofpsychologyandculture.Startingwiththepsychologyandmechanicsofperception,whichshouldinformaesthetictheoryandjudgement,therewouldalsobeintroductionstophenomenology,environmentalpsychologyandthepsychologicalneedtobringordertoourenvironment,forritual,theprojectionofourpsychesintospace,andsoon.Theoriesofculturaldevelopment,suchasSpiralDynamics(thesubjectofafutureessay),willbeintroducedandtheirimplicationsforcreatingurbanenvironmentsthatservedifferingkindsofcultures(suchasfoundinourmulticulturalcities)andindividualsofdifferingagesandstagesofaldevelopment.Othercourseswouldintroducethehumanneedtocreatemeaning(depthpsychology)andwaysofcommunicatingit(semiotics),aswellascriticismandcriteriaofjudgement.Differinglayoutsoflectureroomtoexperiencehowtheseaffectgroup讲演教室的不同布局来体验这些是如何影响团体动力学 Asimportantastheselecturecourses,wouldbevisits,experientialexercisesandongoingdebate.Acommoncomintofarchitectshiringgraduates,aswellasoftheirteachers,isthattoomanystudentstodaythinkthathavingseenabuildingontheinternetconstitutesknowingit.Sostudentswouldvisit,exploreandwriteaboutbuildings,urbanareasandlandscapes,experiencingfirst-handworkstheirchosendisciplineaswellasthoseoffuturecollaborators.Toheightenexperiencetheywouldbeaskedtoundertakevariousexercises,suchaspretendingtostalkinalandscapeorurbanarea,sostrengtheningperipheralvisionandsenseofce,orconductingafast,non-stopverbaldescriptionofwhatisseen,soforcingstudentstoseeandfeelmoreandmakeandarticulatefinerdistinctionsaseveninertmatter esmorealivearoundthem.Otherexerciseswouldintroducethepurposesandprocessesofdesign.FromtheBigPicturevisionconferredbythelecturecourses,studentswouldgraspthatthemostelevatedpurposeofdesignistobemankind’swayofparticipatinginevolution,usingthevastknowledgewehaveacquiredtobeguidedmorebychoicethanbychance.Ongoingdiscussionswouldreappraisethevariouspurposesofeachofthesefieldsofenvironmentaldesign,afterthedebasingofthembymodernityandpostmodernity,toinformdesignandinspireitwiththedeepestandmostennoblingvisions.Thusapurposeofarchitectureistoshapeaphysicalsettinginwhichtounfoldintofullhumanity,asnowunderstoodbydrawingoninsightsfromsourcesrangingfromdepthpsychologytoancientspiritualtraditions.Thistooisoneofthemostennoblingpurposesofurbandesign,inshathecitythatisthecrucibleinwhichconsciousnessandcultureareforgedandconstantlyevolve.Andlandscapearchitectureisnotjusttoprovideadecorativesmeartotheunusedandunlovedleftoversaroundandbetweenbuildings,noreventoonlyprovideforrecreationandtheregenerationofbodyandsoulinabeautifulsetting.Itnowhasmanyvitalecologicalfunctions,protectingbiodiversity,providingwildliferefugeandcorridors,improvingairqualityandthemicroclimateandrepairinghydrologicalcycles.Differinglayoutoftablesincafeteria:atfirst,LeftFigure,smallcliquesformed,then,RightFigure,thesewouldin ctwitheachother不同就餐形式的布局：首先，第一种，小团体形式，第二种：交流在他们之间展Probablythemostimportantoftheseongoingdiscussionswouldbearoundtheentwinedthemesofwhatitistobefullyhumanandwhatisthegoodlife,whoinourdepthsdowereallywanttobeandhowcanthisbebroughtintowithwhattheearthwants,orcanafford,ustobe?Thesearefundamentalquestions,theanswerstowhichshouldinformallenvironmentaldesigndisciplines;butaftermodernityandpostmodernity,wehavelostourwaywhenitcomestoansweringthem.导则；但在现代性与后现代性之后，我们在面对这些问题时已经迷失了方向了。Inlargepartthisisbecausethesestillcurrentmindsetsareunderpinnedbyavisionofadeadandmeaningless,mechanicaluniverseagainstwhichwebuildadefensivewallofconsumeristgoodsanddistractourselveswithaddictivebehaviour.Butifwemovebeyondpostmodernismtoembracescience’snewvisionofaliving,creativeuniverse,thenwewanttodisencumberourselvesandengagewithandparticipateinit.Andinthebackgroundofallthisisperhapsthemosturgentanddifficultchallengeofourtimes,thedesignofanewglobalculture,orecologyofcultures,becausethepresentdominantculturehaslosttherootsinspiritandnaturefoundinpre-moderncultures,whichiswhyithasepathologicaland大多是由于这些现今的思想被一种并没有意义的视角而强化了，呆板的世界与一个由Yetstudiesincosmology,evolutionandecologyareintroducing,throughleadingedgescience,aspiritualviewoftheworld,asfoundinthewonderfulwritingsofcosmologistBrianSwimmeandeco-theologianThomasBerry.4Itisalsoimportanttonotethatnoneoftheaboveisapurelyinlectualissue;theyarefundamentallyontological.Tograspthemandprogresstowardsrealisingthevisionsimpliedrequires aldevelopment.Hereschoolsofenvironmentaldesignhavealotofcatchinguptodo,notleastinemployingtechniquesnowwidelyusedinbusinessmanagementandperformancecoaching.个精神视角，这可以在伟大的宇宙学学者BrianSwimme以及生态理论学家ThomasBerry的著作中找到。这些都值得关注且并非只是个智力的问题，而是基于本体论上的探FullyhumanSuchacommonfoundationcoursemayseemlikeanideawhosetimehascome,wayofstartingtogetallthesedisciplinesbackontrack.Butitseemsveryunlikelytohappen:isthereanyuniversityorinstitutionreallyseriousaboutaneducationapttoanddrawingonthepotentialsofourtime?Itdoesn’ttakeacynictoanswerno.Withoutsuchafoundationcourse,theidealwouldbethateverythingdiscussedabovewouldbepartofthecurriculumforanarchitecturaleducation−againunlikely.Theywereoutlinedmostlytogivesomeflavourofhowdifferentanarchitecturaleducationadequatetotheemergingepochshouldbe.Lackofspaceprecludesdiscussionofwhatthewholecoursemightbelike,whichinanycasewouldbeshapedbyallsortsofcontingenciessuchasavailableresources.Likethefoundationcourse,itwouldbenefitfromexplicitlydrawinguponandbeingshapedbyIntegraltheory,includingthoseaspectsyettobeexploredinotheressays.YetsimplyusingthequadrantsoftheAQALdiagramtoguidetheselectionofsubjectstobestudied,themostmundaneofapplications,wouldensureadegreeofcompletenessandcoherence,clarifyingtherelationshipsbetweenthesesubjects.AQALExploringthelayoutofthecampsite.Moststudentsatfirstproposedissuingtentsjoininghim/herandspoilingthesolitude探索营地的布LetsomebriefcommentssufficetogivesomeideaofwhataFourQuadrantcurriculummightbelike.TheUpperLeftquadrantisrealmofwhathascalledDelight,thatofintentionality,psychology,aestheticsand experience.Thereareseveralcontemporaryformsofpsychologythatwouldhavemuchtocontributehere,includingdevelopmentalpsychology(studyingstagesthroughwhichwedevelopandmature)andthosestudiesofcreativity(offeringmanyinsightsinhowtoenhancethis)andperception.Thelatterhasmuchtocontributetoaesthetics−understandingGestaltpsychology’sintoperception(suchasthepreferenceforverticalsandhorizontalsandperpendicularcrossingsthatminimisethenumberofanglesdefined)exinswhyevenifexciting,Parametricism’sformsarealsofundamentallyalienating.Phenomenologyalsobelongstothisquadrant,enhancinganydiscussionofaestheticsandhowwerelatetothebuiltenvironment.TheLowerLeftquadrantisthatofDecorum,ofculture,itsworldviewsandmeaningstheyconferaswellasthesubjectivedimensionsofcommunity.Manycontemporaryfieldsofstudybelovedofpostmodernistsbelonghere,butonceproperlycedinrelationtootherfields,astheAQALdiagramdoes,andgroundedinDepthPsychology,theyceaseto elittleworldsoftheirownandsoareusefulratherthanproblematic.Theseincludesuchthingsassemioticsandhermeneutics,andpossiblyeven,tosomedegree,CulturalStudies.AQALOtherareasofstudythatbelonghereandalsoofferusefulinsightstoarchitectsareanthropologyandproxemics,andDepthPsychologywithitsstudiesofsymbolism,ritual,mythandarchetypes.Particularlyrelevanttoourincreasinglymulticulturalworld,aresuchstudiesofculturaldevelopmentasSpiralDynamics.Someaspectsofaestheticsalsoprobablybelonginthisquadrant,suchastheoriesofproportion(althoughthisisdebatable)andpropriety,asdoesmuchofarchitecturalhistory,particularlythattodowiththeevolutionofstylesandtherelationshipofthiswithculturaldevelopment.MuchofwhatbelongstotheRight-HandQuadrantsisterritorymodernarchitectsaremorefamiliarandcomfortablewith,becausethisistheobjectiverealmofsuchthingsasfunctionandconstructionandsuchsystemsasecologyandeconomics.TheUpperRightQuadrantisthatofwhatwasoncecalledCommodity,andcoversbehaviours(asstudiedbydetachedobservationasinBehaviourism),orasarchitectsrefertoit,function−themoderntermforcommodity.TheoldcategoryofFirmnessappliestothisquadranttoo,butalsototheLowerRight,andmanyaspectsofconstructionfallunderbothRight