師兄師姐譯的the architectural education位于LittleBigHorn河烏鴉印第安人營(yíng)地

TheBigRethinkPart9:RethinkingArchitecturalEducation 28September2012|ByPeter位于LittleBigHorn河的烏鴉印第安人的營(yíng)地Detachedfromthefermentofepochalchange,thegrovesofacademearefailingtoengagewithcurrentcriticalrealitiesApartfrompleadingforbluntandlongoverduecriticalcommentaboutvariousarchitects?somestarchitectsarenominatedrepeatedly,youcaneasilyguesswho?themostcommonrequestintheprivatesreceivedinresponsetotheseessaysistodiscussarchitecturaleducation.Thistooisasubjectprovokingstrongopinions,thoughwithratherlessconsensus.Theunease,andoftendismay,feltaboutarchitecturaleducationisunsurprisingandhasbeenlongfestering.Aprimarythemeoftheseessaysisthatweareinthethroesofmassiveepochalchangethatmustprofoundlyimpactarchitecture.HencetheurgentnecessityforTheBigRethinktowhichtheseessaysareatinycontribution.Yettovisitmanyarchitecturalschoolsistoenteratimewarpwherethe‘a(chǎn)nythinggoes’postmodernrelativismofthe1980spersists,andtutorsandlecturerspursuetheirowninterestsregardlessofanylargerrelevance.Indeed,italmostseemsthatthemoreoverwhelminglyurgenttheloomingcrisesprovokedbysystemiccollapseofinterdependentaspectsofourglobalcivilisation,themorefrivolousthepursuitsofacademe.Evensustainabilityisreducedtoamuchtoonarrow,peripheralsubjectaddedontothecurriculumratherthanformingthecoreofaradicallyrestructurededucation.因此，對(duì)大有如此緊迫的需求而言，這些的貢獻(xiàn)依然非常有限。然而，當(dāng)探訪許多建筑院校時(shí)，發(fā)現(xiàn)他們進(jìn)入了一個(gè)在80年代的擁護(hù)者下的“怎樣都行”的后現(xiàn)代相對(duì) 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如果從業(yè)者抱怨學(xué)生并未對(duì)工作做好準(zhǔn)備，來(lái)生，老師以及一些從業(yè)者會(huì)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一種為一個(gè)游牧民族提供原始的帳篷的居住形式的一副浪漫的ItresiststheBigPicturethinkingnecessarytounderstandwhereweareinevolutionaryandhistoricalterms?essentialtogaininginsightintotheproblemswefaceandtheirpotentialsolutions?andthedevelopmentalmodesof21st-centurythinkingandtheirscience-basedstrategiesofaction.Besidesbringingabouttheincreasingirrelevanceofarchitecturaldiscourse,ithasdramaticallynarroweditsconcerns.Evenmanyteachinginarchitectureschoolscomintheschoolsarenotevenparticipatingin,letaloneleading,thenecessarydebatesofourtime.HencepostmoderntheoryisexactlyogoustoscholasticismattheendoftheMiddleAges,whichinitsobsessionwitharguingoverthenumberofangelsontheheadofapindidnotnoticetheRenaissanceburgeoningallaround.悉我們的問(wèn)題以及他們潛在的解決方式非常重要，以及21世紀(jì)的思想發(fā)展模式和他Butasweallknow,thepostmodernmindsetdominateshistoryandtheorydepartments,hometoPhDswhoappointotherPhDswho,inknowingmoreandmoreaboutlessandless,arenotanaturalfitwithageneralistsubjectsuchasarchitecture.Butthesearethepeoplewhoboosttheresearchratingsandsothefundingofschools,nomatterhowworthlessthatresearchtothepracticeofarchitecture.Hencesomeschoolsarestaffedbydisproportionatenumbersofsuchscholarswholacktheskillsandexperiencetocontributemuchtotherestofarchitecturaleducation.Besides,toooften,studyingforaPhDcanruinpromisingstudents,leavingthemfitonlyforacareerinarchitecturaleducation.Hencemanyprofessorsadmitinprivatethatauniversityisprobablynotthebesthomeforanarchitecturalschool.但正如我們所知，后現(xiàn)代思維了歷史與理論學(xué)科，這是一個(gè)由PhD來(lái)指定其他PhDPhDAkeysteptomodernitywasthedifferentiationoftheBigThreeoftheTrue(right-handTheorycoursestendtobemoreconcernedwithsuchthingsaslirytheoryandFrenchphilosophythananythingtodowitharchitectureandmistakeobfuscationforprofundity,dressingupthemostbofobservationsinobscurelanguage.Butstudentsandotherstaffseemtosimplyacceptthattheorycoursestendtobeirrelevantandtaughtbypeoplewithalimitedgraspofarchitectureandevenlessabilitytodiscernquality?whichofcourseinfringespostmodernity’stabooagainsthierarchyorranking.2Butthisirrelevancetendstobetoleratedasrelativelyharmless:insteaditseemsmorestudentsareupsetbytheoftenpoorteachingofhistory,recognisingthatthisshouldbeanimportantandreallyuseful們的一些課程破壞了后現(xiàn)代的，等級(jí)與排序。但是這些奇怪的狀況似乎也變得沒(méi)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，規(guī)劃與都市主義以及景觀建筑被視為3個(gè)無(wú)關(guān)的領(lǐng)域，相互排Inpullingthemapartfromwhatshouldbeacommoncore,thecrucialgroundingforsustainability,isneglected由于把他們本應(yīng)是共同的部分退離出去，這是可持續(xù)性的關(guān)鍵基礎(chǔ)，卻被忽略了Theseproblemsarefurthercompoundedbytheunitsystem,aneo-liberalistwayofsubcontractingoutstudioteachingwithouttakingmuchresponsibilityforit?solongasunitsattractstudents.Thuseachunitstrivesforadistinctidentity,furtherfragmentingtherangeofapproaches,usuallybypullingawayfromanyusefulcommongroundandexploringtheoftenratheresotericandinconsequentialinterestsofthetutors,fromwhichthestudentsmayleapoffintoevenmoreobscurerea.Inthesecircumstances,anynotionofacoherentcurriculumgivingafullyroundedgroundinginarchitecture esunthinkable–andmanyacademicswoulddisputetheneedforanysuch這一系列的問(wèn)題會(huì)因這種單元系統(tǒng)（unitsystem）進(jìn)一步復(fù)合化，這是一種不需要承擔(dān)太多責(zé)任的分包教學(xué)的新自由主義方式，只要這些單元還可以吸引學(xué)生。因此，每IntegraltheoryandculturalAkeyportionofIntegraltheorynotmentionedyetistheassociationofparticularepochsandtheirmindsetswithparticularculturalvaluesandevenalitycharacteristics.RememberthatakeyassumptioninformingtheAQALdiagram(ARMarch2012,p70),andoneofitsmostusefulinsights,isthatdevelopmentinonequadrant?progressionupaline,anothersubjectnotyetexplored?ismatchedbycorrespondingdevelopmentsintheotherquadrants,inthiscaseculturaldevelopment(LL)matchedbypsychologicaldevelopment(UL).觀，甚至是個(gè)人性格特征的思維方式的關(guān)聯(lián)。記得在AQAL圖示中（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.與現(xiàn)代性的一同發(fā)端的，正如一篇早期文章解釋的那樣(ARFebruary2012)這兩個(gè)關(guān)Proposedfoundationcoursefocusingonwhatshouldbethecommonareasof預(yù)設(shè)的基礎(chǔ)課程關(guān)注的是學(xué)科交疊的共同領(lǐng)域Moreevolvedversionwithengineeringavailableasaresourcetobeconsultedandtheregenerationofcultureasaconstantbackgroundtheme隨著工程學(xué)的介入，其可用為咨詢(xún)并且文化的再生作為一個(gè)永恒 背景所形成升級(jí)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，還有氣候變化帶來(lái)的影響。另一個(gè)關(guān)鍵學(xué)科是觀察材料，能源，食物和其他資源通Allthesecourses,withtheirprimarilyobjectiveorientation,wouldprovidethenecessaryexpandedcontextforunderstandingthechallengesincreatingasustainableculture.Butsotoowouldintroductionstothemoresubjectivereaofpsychologyandculture.Startingwiththepsychologyandmechanicsofperception,whichshouldinformaesthetictheoryandjudgement,therewouldalsobeintroductionstophenomenology,environmentalpsychologyandthepsychologicalneedtobringordertoourenvironment,forritual,theprojectionofourpsychesintospace,andsoon.Theoriesofculturaldevelopment,suchasSpiralDynamics(thesubjectofafutureessay),willbeintroducedandtheirimplicationsforcreatingurbanenvironmentsthatservedifferingkindsofcultures(suchasfoundinourmulticulturalcities)andindividualsofdifferingagesandstagesofaldevelopment.Othercourseswouldintroducethehumanneedtocreatemeaning(depthpsychology)andwaysofcommunicatingit(semiotics),aswellascriticismandcriteriaofjudgement.Differinglayoutsoflectureroomtoexperiencehowtheseaffectgroup講演教室的不同布局來(lái)體驗(yàn)這些是如何影響團(tuán)體動(dòng)力學(xué) 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，第一種，小團(tuán)體形式，第二種：交流在他們之間展Probablythemostimportantoftheseongoingdiscussionswouldbearoundtheentwinedthemesofwhatitistobefullyhumanandwhatisthegoodlife,whoinourdepthsdowereallywanttobeandhowcanthisbebroughtintowithwhattheearthwants,orcanafford,ustobe?Thesearefundamentalquestions,theanswerstowhichshouldinformallenvironmentaldesigndisciplines;butaftermodernityandpostmodernity,wehavelostourwaywhenitcomestoansweringthem.導(dǎo)則；但在現(xiàn)代性與后現(xiàn)代性之后，我們?cè)诿鎸?duì)這些問(wèn)題時(shí)已經(jīng)迷失了方向了。Inlargepartthisisbecausethesestillcurrentmindsetsareunderpinnedbyavisionofadeadandmeaningless,mechanicaluniverseagainstwhichwebuildadefensivewallofconsumeristgoodsanddistractourselveswithaddictivebehaviour.Butifwemovebeyondpostmodernismtoembracescience’snewvisionofaliving,creativeuniverse,thenwewanttodisencumberourselvesandengagewithandparticipateinit.Andinthebackgroundofallthisisperhapsthemosturgentanddifficultchallengeofourtimes,thedesignofanewglobalculture,orecologyofcultures,becausethepresentdominantculturehaslosttherootsinspiritandnaturefoundinpre-moderncultures,whichiswhyithasepathologicaland大多是由于這些現(xiàn)今的思想被一種并沒(méi)有意義的視角而強(qiáng)化了，呆板的世界與一個(gè)由Yetstudiesincosmology,evolutionandecologyareintroducing,throughleadingedgescience,aspiritualviewoftheworld,asfoundinthewonderfulwritingsofcosmologistBrianSwimmeandeco-theologianThomasBerry.4Itisalsoimportanttonotethatnoneoftheaboveisapurelyinlectualissue;theyarefundamentallyontological.Tograspthemandprogresstowardsrealisingthevisionsimpliedrequires aldevelopment.Hereschoolsofenvironmentaldesignhavealotofcatchinguptodo,notleastinemployingtechniquesnowwidelyusedinbusinessmanagementandperformancecoaching.個(gè)精神視角，這可以在偉大的宇宙學(xué)學(xué)者BrianSwimme以及生態(tài)理論學(xué)家ThomasBerry的著作中找到。這些都值得關(guān)注且并非只是個(gè)智力的問(wèn)題，而是基于本體論上的探FullyhumanSuchacommonfoundationcoursemayseemlikeanideawhosetimehascome,wayofstartingtogetallthesedisciplinesbackontrack.Butitseemsveryunlikelytohappen:isthereanyuniversityorinstitutionreallyseriousaboutaneducationapttoanddrawingonthepotentialsofourtime?Itdoesn’ttakeacynictoanswerno.Withoutsuchafoundationcourse,theidealwouldbethateverythingdiscussedabovewouldbepartofthecurriculumforanarchitecturaleducation?againunlikely.Theywereoutlinedmostlytogivesomeflavourofhowdifferentanarchitecturaleducationadequatetotheemergingepochshouldbe.Lackofspaceprecludesdiscussionofwhatthewholecoursemightbelike,whichinanycasewouldbeshapedbyallsortsofcontingenciessuchasavailableresources.Likethefoundationcourse,itwouldbenefitfromexplicitlydrawinguponandbeingshapedbyIntegraltheory,includingthoseaspectsyettobeexploredinotheressays.YetsimplyusingthequadrantsoftheAQALdiagramtoguidetheselectionofsubjectstobestudied,themostmundaneofapplications,wouldensureadegreeofcompletenessandcoherence,clarifyingtherelationshipsbetweenthesesubjects.AQALExploringthelayoutofthecampsite.Moststudentsatfirstproposedissuingtentsjoininghim/herandspoilingthesolitude探索營(yíng)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