ABSTRACT
This chapter illustrates how phenomenology can be useful pedagogically to understand the central importance of places in human life and for improving those places via architecture and environmental design. The chapter reviews the phenomenological approach to place and gives attention to the work of architect Christopher Alexander, particularly his method of “pattern language,” which provides an invaluable pedagogical tool for envisioning architecture and environmental design as place making. The chapter also discusses how a phenomenology of place contributes to a place-based education that incorporates active learning, community engagement, and environmental stewardship.
