Global Transition and Sustainability Paradigm in Nigerian Architectural Education Curriculum

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dc.contributor.authorAdejumo, T. O.
dc.date.accessioned2020-01-22T17:24:37Z
dc.date.available2020-01-22T17:24:37Z
dc.date.issued2013-11-01
dc.descriptionStaff publicationsen_US
dc.description.abstractMan is on planetary transition where the web of human culture including inventions, shelters, governance and cities aligns with nature. This is sustainability on green economy platform. But the naivety with which sustainability as a philosophical force is treated by both architects in academia and practice manifests in inability to comprehend the true meanings of associated terms especially sustainable development, sustainable design; green and organic architecture; ecological design and permaculture. The outcome of such educational void is narrowing sustainability to technical finishes of building construction. At best sustainable architecture is erroneously restricted to design with climate and vernacular intuitive planning. This paper explores the interface of culture and nature to influence sustainability education curriculum on the current green economy transition. Discourse analysis as a methodological clarification underlain the study. The paper argues that sustainable education mind renewal is better achieved at the introductory years of architectural education teaching the students the prime position of man, his shelter in the lager framework of nature. Four broad areas of architectural education that must been influenced are history and theory; technology; studio; and professional Practice. While history/theory should emphasis design theories including biomimicry, biophilia, biomorphism, mimesis, climate change and ‘form follow function’ in its true sense; technology looks inwards bioregionally to modernise construction mechanism. A community oriented studio harmonised the theory and technology to evolve local design agenda in this season of stifling globalisation as a weapon of dominance. The paper recommended that sustainable architecture education in Nigeria should focus on moulding students and producing professionals with high quality of mind set that stress positive environmental ethics; proactive perception of tomorrow; imaginative, creative and constructive thinking on ‘glocalised’ platform; and believe in local community systemen_US
dc.identifier.citationAdejumo, T.O (2013). Global Transitions and Sustainability in Nigerian Architectural Education. Chapter in the Book: Emerging Issues in Urban Planning and Development. Fadare S.,Nwokoro I.,Lawanson T. & Onifade V. (Eds). Obafemi Awolowo University Press. Ile Ife. Nigeria. Pp 40-56en_US
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/7497
dc.language.isoenen_US
dc.publisherObafemi Awolowo University Pressen_US
dc.subjectSustainabilityen_US
dc.subjectParadigmen_US
dc.subjectArchitectural Educationen_US
dc.subjectNigeriaen_US
dc.subjectResearch Subject Categories::TECHNOLOGY::Civil engineering and architectureen_US
dc.titleGlobal Transition and Sustainability Paradigm in Nigerian Architectural Education Curriculumen_US
dc.typeBook chapteren_US
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