A lot mentioned the technical aspects of environmental sustainability in pedagogy but without the inclusion of the social and the economic fundamentals which form the basis (Andrew Beattie, 2019).
Architecture is the discipline that has a profound impact on all the fields of sustainability. Architecture on itself could bring a revolution in the perception of the environment. What we need is a consistent pedagogy fully imparting sustainable environment design in the heart of the architecture curriculum (Ar. Madhulika Bhumka, Ar. Swapna Ashok Adhavale, 2017).
The traditional architecture theory followed in practice today is unrelated to the sustainable environmental domain. The three aspects of environmental sustainability are the environmental, social, and economic sustainability in which the one which is most highlighted is the environmental sustainability under shadowing the other two (AndrewBeattie, 2019). The practices lack the known knowledge of sustainable architecture and there exists the inefficiency of the environmental attributes in the design studio. The promotion of sustainability in the design of the built environment is the key factor for addressing the challenges in response to the finite resource available (Sergio Altomonte,2009). The “triple bottom line” of sustainable design is needed to be emphasized. The call is to strengthen the relationships between individuals so, it is not just a matter of creating public space per se but also to design the necessary devices to allow society to “participate” in its management or “decide” their use and destiny (MoreThanGreen, 2019).
Under the cogency of the case studies, done by the author in bachelor of architecture degree at the institutional level(the case study of the projects based on the traditional studio design problem and the other on the inclusive method of environmental concern), compared on the parameters evolved out of the 3 aspects of sustainability i.e., democratic balance, interaction with people, usage and identity, social justice, rational consumption and the value of the intervention, the idea is to rationalize an inclusive model of sustainability such that, the processes involved in the same cultivates the co-existence of the behavioral approaches of the public and the sustainability concern resulting-out in the design outcome addressing the three pillars of the sustainable environment.
Such a transmissive module of education is a prerequisite to foster the critical and holistic approach with the social constructivism- not only do participation but also do in a social setting. There is the need is to shift the emphasis from the individual building to the engaged processes and to identifies how to get the non-material values to serve as the foundation for the collaborative project. The process of giving the form to the social life of the community is what the current curriculum demands. The proposed design should fulfill the stability aspects in terms of the materials used, ideas incorporated, etc.
“Sustainability approaches should not only be considered as an elective module but should exist as an integrated part in architecture pedagogy”(Ar. Madhulika Bhumka, Ar. Swapna Ashok Adhavale, 2017).
