Bioclimatic architecture is a concept that was first defined by Victor Olgyay in 1963 (Bondars 2013, 84) and describes the relationship between humans, the climate and the architectural design of a structure. Bioclimatic design analyses the relationship between a favourable microclimate inside a structure that is in synergy with the surrounding macroclimate. This synergy allows for minimal mechanical heating or cooling to achieve the microclimate for habitation (Larasati and Mochtar 2013, 823).
Since the publication of Olgyay’s findings in the book “Design with Climate: Bioclimatic Approach to Architectural Regionalism (1963)”, design principles of bioclimatic architecture have been extensively discussed. However, the practical application …show more content…
These students said that the conventional approach to their architectural education was at fault because it had components such as bioclimatics taught in parallel, or even in competition, to traditional architecture. Almonte (2009, 14) showed that courses are often fragmented and divided (both physically and temporally) in the application of their curriculum, which led to poor usage of design principles such as bioclimatics. Further research has also shown that key aspects of bioclimatic design become “dissociated from the actual design process” (Bondars 2013, 86) due to current architectural education processes. Therefore, demonstrating that bioclimatic design is only an educational supplement to the traditional design process rather than a complete design philosophy (Bondars 2013, 86). Confirming in summary that the current curriculum and pedagogy of institutions need to develop and include progressive bioclimatic design principles to ensure that students are able to incorporate these into their future …show more content…
Further evidence that supports this is described in interviews by Maciel, Ford, and Lamberts, who showed that across the globe, different educational programmes can affect design philosophies (2007, 3766). Here, it was shown that European education had little effect on developing the key principles of bioclimatic design because it was not included in their curriculum. In contrast, others within the research found when bioclimatics was introduced in their education early on, it stimulated analytical and research processes that define how a building is to stand and how it is to operate environmentally. Which, is at the crux of bioclimatic design. Such an understanding and cognitive approach to the bioclimatic design philosophy of architects with this holistic education curriculum allow a complete design approach to be achieved. Although discussed within educational curriculums bioclimatic design principles and their understanding are varied depending on the country of the architect’s education. Thus, preventing architects from integrating bioclimatic design principles into their final design solutions. Highlighting the need for a considered approach to ensure all countries architectural education includes the key principles of bioclimatic design within its
Since the publication of Olgyay’s findings in the book “Design with Climate: Bioclimatic Approach to Architectural Regionalism (1963)”, design principles of bioclimatic architecture have been extensively discussed. However, the practical application …show more content…
These students said that the conventional approach to their architectural education was at fault because it had components such as bioclimatics taught in parallel, or even in competition, to traditional architecture. Almonte (2009, 14) showed that courses are often fragmented and divided (both physically and temporally) in the application of their curriculum, which led to poor usage of design principles such as bioclimatics. Further research has also shown that key aspects of bioclimatic design become “dissociated from the actual design process” (Bondars 2013, 86) due to current architectural education processes. Therefore, demonstrating that bioclimatic design is only an educational supplement to the traditional design process rather than a complete design philosophy (Bondars 2013, 86). Confirming in summary that the current curriculum and pedagogy of institutions need to develop and include progressive bioclimatic design principles to ensure that students are able to incorporate these into their future …show more content…
Further evidence that supports this is described in interviews by Maciel, Ford, and Lamberts, who showed that across the globe, different educational programmes can affect design philosophies (2007, 3766). Here, it was shown that European education had little effect on developing the key principles of bioclimatic design because it was not included in their curriculum. In contrast, others within the research found when bioclimatics was introduced in their education early on, it stimulated analytical and research processes that define how a building is to stand and how it is to operate environmentally. Which, is at the crux of bioclimatic design. Such an understanding and cognitive approach to the bioclimatic design philosophy of architects with this holistic education curriculum allow a complete design approach to be achieved. Although discussed within educational curriculums bioclimatic design principles and their understanding are varied depending on the country of the architect’s education. Thus, preventing architects from integrating bioclimatic design principles into their final design solutions. Highlighting the need for a considered approach to ensure all countries architectural education includes the key principles of bioclimatic design within its