ABSTRACT
Essential shifts are required in architectural education to address the climate and ecological crisis we face. This requires a critical examination of our environment in terms of the global spaces we inhabit but also the environments we create in our schools of architecture. Addressing this will result in a fundamental shift in how we teach our signature pedagogies as well as address other issues long overdue, such as equity and ease as well as enabling a more democratic and inclusive approach. Ease here is used to describe allowing students to discard an internal sense of urgency in order to create the best conditions for thinking. It may start with adapting our language and lexicons. It is essential that we consider and make these changes because what and how we teach in architecture school is no longer tenable for most humans, non-humans and the biosphere. We need to develop a creaturely pedagogy that re-positions our species and moves from an anthropogenic worldview forged by dominator practices emanating from Eurocentric cultures and their colonial export since the fifteenth century, and reinforces diversity, adaptability and restorative practices in our curricula. Finally, we need to find new equitable assessment methods to allow everyone a better progression at our institutions, irrespective of their background.
