The scientific realities and consequences of this phenomenon are becoming increasingly well-known and it is now evident that architecture, urban planning and landscaping all have the potential to mitigate these consequences.
Ecological Transition in Education and Research is a multidisciplinary collective work, intended to raise awareness of adaptation and mitigation strategies such as action-research, educational innovations and concrete transition practices that embrace different schools of thought. The overall goal is to promote educational practices and research on climate change.
Table of 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
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 5
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
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
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
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
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
