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The systems method as an educative tool for sustainable architecture design on the example of solar building design

Marchwiński Janusz

Technical Transactions

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2021

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Vol. 118, iss. 1

art. no. e2021026

EN

The following article discusses the systems method as an educative tool for teaching sustainable architecture, including environmental design. Based on this method, a systemic model was created which provided a pillar of the learning process that concluded with a solar building project. This method offered a holistic view of the issues of pro-environmental design and led to an understanding of the relationship between the urban scale and the scale of the building. This aspect was considered crucial in teaching sustainable development architecture. The systems method has been recently used in China as a part of an environmental design course which only lasted for forty-eight lesson hours. The method proved to be an effective educational tool that enabled the obtaining of satisfactory design effects in such a short period of time. Additionally, the method was successful in conditions of cultural and linguistic barriers and a lack of prior preparation of students in the field of architectural design. The created systems model determined a precisely defined path for the teaching process in advance, as the specified issues included only those that were needed to achieve the set project goals. This approach resulted in the optimisation of teaching time, while ensuring the completeness of the assumed results. Experience gained from the didactic process leads to the conclusions that the systems method can be an adequate educative tool for solving multidisciplinary problems. Based on the example of solar building design, a systems method made it possible to indicate three main external factors that influence the design: macro-scale urban elements (district scale), micro-scale urban development (housing estate) and climatic conditions. The article also presents the possibilities of transforming the system model, in order to facilitate its more universal application, with reference to such issues as the topic of classes, as well as to the required scope and level of detail of the design task.

2

Between aesthetics and ethics in architecture

Baranowski A.

Architectus

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2011

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Nr 2(30)

35--38

EN

Although there are no doubts that the esthetic issues are universally considered an important aspect of the discourse about architecture, the ethical issues, which are also present, sometimes known, and sometimes concealed, remain in the shadow of the former. They are limited primarily to the requirements of professional codes of ethics which operate in the realm of obligations. In the context of architecture, the ethics of attitudes, convictions, and the ethics of architecture are rarely discussed1. Are the ethical requirements then an obstacle in the realization of the esthetic program? It is no coincidence that "less esthetics, more ethics" was the slogan of the Venetian Biennial of Architecture in 2000 [5]; was it supposed to mean that ethics is the opposite of esthetics?2 Do we have to choose between esthetics and ethics in architecture, or does esthetics and ethics complement each other? Wittgenstein [13] put it like this: Ethics and esthetics are one. If, however, ethics and esthetics can be considered "one", then what is that union about in architecture if it is not at all so universally acknowledged as obvious? Finally, can we rationalize the ethical and esthetic issues in architectural practice as well as their inter-dependence and use them for the benefit of the designer? Or is it just about the workshop and the attitude?

PL

Od architekta, jako wykonującego zawód zaufania społecznego,wymagana jest świadomość istnienia etycznego wymiaru aktywności zawodowej. Każda relacja, w której uczestniczy architekt, zobowiązuje do określenia własnej postawy zarówno w odniesieniu do przestrzeni, jak i wobec człowieka - w osobach współautora, inwestora, klienta, użytkownika. Przemyślenia z dziedziny aksjologii przestrzeni stanowią istotne wsparcie w pracy zawodowej. System wartości formowany jest w okresie przygotowującym do pracy zawodowej ("okres tworzący"), a podtrzymywany i rozwijany w trakcie wykonywania zawodu ("okres twórczy"). Wartości przestrzeni tworzą obszerny katalog w trzech podstawowych dziedzinach: witalnych, kulturowych i moralnych. Rozeznanie aksjologiczne w odniesieniu do wartości moralnych stanowi szczególnego rodzaju drogowskaz zachowań w pracy zawodowej. Historia kształtowania przestrzeni wyobraźnią i talentem architekta pozostawiła ślady rozmaitych lekcji z zakresu etyki zawodowej np. lekcji pokory, szacunku, prawdy, sprawiedliwości. Przedmiotowa i podmiotowa odpowiedzialność za przestrzeń - jej piękno i użyteczność - nie bierze się znikąd, odzwierciedla dylematy wyboru wartości.

3

Environmental management of concrete and concrete structures - toward sustainable development in construction industry

Sakai K.

Architecture Civil Engineering Environment

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2008

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Vol. 1, no. 3

67-80

EN

Concrete and construction industries have consumed an enormous amount of resources and energy and generated a large amount of wastes. We need to properly manage them from the environmental point of view. In this paper, environmental aspects of concrete and some systems for environmental management in the design of concrete structures are discussed.

PL

Przemysł betonowy i budowlany pochłonęły ogromną ilość zasobów naturalnych i energii wytwarzając wielkie ilości odpadów. Z punktu widzenia środowiska musimy odpowiednio tymi odpadami zarządzać. Artykuł omawia aspekty środowiskowe betonu oraz niektórych systemów zarządzania środowiskiem w procesie projektowania konstrukcji z betonu.