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ERIC Number: EJ1116370
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2332-3205
Architectural Education Adapting to Climate Challenges in Light of "Feng-Shui"
Xu, Ping
Universal Journal of Educational Research, v4 n10 p2282-2291 2016
Weather challenges have become a significant issue for our society in recent years. Thousands of people have lost their homes and lives. Buildings designed without taking into account wind and water factors have repeatedly been destroyed during natural disasters. These problems in practice reflect the weak points in education. Our ancestors adapted to the climate and built their architecture to respond to nature for survival. "Feng-shui," a Chinese practice, is used to harmonize people with their environment and to advise people to avoid natural disasters. Vernacular houses in many cultures are the precedents of sustainable design. The author has integrated her research into teaching including a lecture course and a senior undergraduate architectural design studio with the theme of adapting to climate challenges. Using "feng-shui" as a clue, these courses introduce scientific concepts that emphasize Rocky Mountain geographic conditions and identification of landform patterns in the high impact zones of natural hazards. Discussions on adapting to climate challenges encompass a wide range, from large scale to small scale; from landscape analysis to architectural design; and from natural disasters to human attitude. With an integrated knowledge base and an emphasis on spatial design, architectural education could contribute to adapting to climate challenges. Applying a synthesis approach will be the direction of the future of education and practice.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A