Ecological Transition in Education and Research

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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.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:

ISTE Ltd

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© ISTE Ltd 2021

The rights of Hassan Ait Haddou, Dimitri Toubanos and Philippe Villien to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

Library of Congress Control Number: 2021945501

British Library Cataloguing-in-Publication Data

A CIP record for this book is available from the British Library

ISBN 978-1-78630-716-3

This book is dedicated to the theme of climate change, an urgent issue in Ecological Transition, particularly for architecture and landscape schools.

The scientific realities and consequences of this phenomenon are becoming increasingly well-known. It has been established that the mitigation and adaptation of emissions (particularly through the reduction of GHG emissions) directly impacts architecture, urban planning and landscape areas. Climate change must surely be put into relation with other environmental and social crises, depending on the multiple geographical and social situations of the territories involved.

The research work presented in this multidisciplinary collective work under the direction of Hassan Ait Haddou, Dimitri Toubanos and Philippe Villien aims to contribute to the recognition of the consequences of climate change and raise consciousness about mitigation and adaptation actions. In opposition to “climate skepticism”, the authors find inspiration in action-research, educational innovations and concrete transition practices, embracing different schools of thought. The challenge is to promote educational practices and research on climate change, to provide food for thought and action relying on the diversity of architectural and landscape responses to global warming and extreme episodes.

These contributions are the result of an international meeting organized by the scientific and educational network “EnsaÉco” and the LIFAM laboratory at ENSA Montpellier, not only combining the knowledge and experiences of “transitioners”, but also making a significant contribution to the development of adaptive actions, thanks to architecture and landscape.

Awareness about the challenges related to the ecological transition at higher education institutions continues to grow in France and at an international level. Indeed, rising to these challenges will not be possible without a real commitment from the teaching and research spheres. It is against this background that a scientific and educational network committed to the teaching of ecological transition in architecture and landscape schools, called “EnsaÉco”, was founded in November 2016.

Truly committed to this task, the scientific and educational network EnsaÉco initiated a series of scientific events around teaching and research on the themes of sustainable development. A series of meetings followed, bringing together the contributions from teachers, researchers and students from all of the ENSA(P) institutions in France, as well as European and internationally renowned scientific personalities.

Thus, in 2017, in Lyon, the first meetings of the network made it possible to federate the members of the community of teacher-researchers and to raise awareness of plural activities for teaching in architecture and landscape schools 1. They resulted in the launch of an “Appeal for the teaching of transition in architecture and landscape schools”, or “Lyon Appeal” 2.