Abstract

Transformative learning has been identified as contributing to the success of education programs in engendering sustainable behaviour in the built environment. In professional degree programs such as architecture, what impact does the nature of the learning experience of students have on the opportunities for transformation? Transformative learning is supported by opportunities for critical reflection, increased self-awareness of learning, and visible demonstration of progress. The teaching of design in architecture includes many of these elements, but in other core teaching, such as culture and science, the learning experience tends to be more transmissive in its nature. This paper will explore examples of alternative methods of architectural education which include experiential learning - learning by doing as a way of developing understanding and making meaning - and integrated curriculum – using the information and skills learnt in one subject to explore ideas in another. By investigating the learning experiences as a system, and considering the different contexts in which learning can take place, an ethno-methodological approach will be used to identify and document key elements of the transformative learning experience. The findings from this investigation will inform the development of a pedagogical framework for environmental education, such as architecture.