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A Didactic Pedagogical Approach toward Sustainable Architectural Education through Robotic Tectonics

Author

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  • Xinyu Shi

    (iSMART, Qingdao University of Technology, Qingdao 266061, China
    Faculty of Environmental Engineering, The University of Kitakyushu, Fukuoka 802-8577, Japan)

  • Xue Fang

    (iSMART, Qingdao University of Technology, Qingdao 266061, China
    Faculty of Environmental Engineering, The University of Kitakyushu, Fukuoka 802-8577, Japan)

  • Zhoufan Chen

    (Perkins and Will, Los Angeles, CA 90017, USA)

  • Tyson Keen Phillips

    (Robotics Lab, IDEAS Campus, Architecture and Urban Design, UCLA, Los Angeles, CA 90095, USA)

  • Hiroatsu Fukuda

    (Faculty of Environmental Engineering, The University of Kitakyushu, Fukuoka 802-8577, Japan)

Abstract

Robotic tectonics have been integrated into the architectural profession through automated construction for more than a decade, advancing sustainability initiatives in the industry and increasing the quality of building construction. Over the years, avant-garde architects have explored the feasibility of this new design paradigm through the integration of newly-developed digital design software into automated construction. This robotic digital workflow continues to push designers to re-think the complete architecture process (from design conception to physical construction) and guides the building industry towards more precise, efficient, and sustainable development. However, in the current environment of architectural education, professional courses can be fragmented, thematic, and overly academic. Such content is not inherently compatible with the latest technological developments. The lack of understanding and application of digital technological can subsequently lead to the lack of sustainable development in architectural education. In this paper, we aim to introduce a new didactic pedagogical approach that is reliant on the principles of robotic tectonics and is defined through linear development in four distinct, developmental stages (based on information gleaned from four “Robotic Tectonics” workshops and various other rich teaching practices). This pedagogical framework provides interdisciplinary knowledge to architecture students and enables them to use advanced digital tools such as robots for automated construction, laying the groundwork for the discovery of new and complex building processes that will redefine architecture in the near future.

Suggested Citation

  • Xinyu Shi & Xue Fang & Zhoufan Chen & Tyson Keen Phillips & Hiroatsu Fukuda, 2020. "A Didactic Pedagogical Approach toward Sustainable Architectural Education through Robotic Tectonics," Sustainability, MDPI, vol. 12(5), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:5:p:1757-:d:325531
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    References listed on IDEAS

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    Cited by:

    1. Rongrong Yu & Ning Gu & Michael J. Ostwald, 2022. "Architects’ Perceptions about Sustainable Design Practice and the Support Provided for This by Digital Tools: A Study in Australia," Sustainability, MDPI, vol. 14(21), pages 1-18, October.
    2. Xingwei Xiang & Xiaolong Yang & Jixi Chen & Renzhong Tang & Luoke Hu, 2020. "A Comprehensive Model of Teaching Digital Design in Architecture that Incorporates Sustainability," Sustainability, MDPI, vol. 12(20), pages 1-29, October.
    3. Xingwei Xiang & Qian Wu & Ye Zhang & Bifeng Zhu & Xiaoji Wang & Anping Wan & Tongle Huang & Luoke Hu, 2021. "A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction ," Sustainability, MDPI, vol. 13(14), pages 1-29, July.

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