An innovative approach to introducing effective interdisciplinary education in Architecture

In the last 30 years, the environmental and energy issues concerning urban qualities have deeply modified architectural and urban design practices. In this scenario, the concept of interdisciplinary design approach has emerged as a fundamental practice to connect the economic, environmental and societal spheres of the sustainability. Nowadays, all relevant architectural and urban projects are based on integration among a multitude of domains of knowledge. As a consequence, Universities have updated their curricula, introducing the holistic approach into the traditional curricula to prepare future professionals to deal with sustainable development. Nevertheless, the architectural education continues to remain a fundamental disciplinary training, where the need for integration is substantially related to theoretical discourses. This because of the lack of appropriate interdisciplinary learning environments, and the lack of dedicated interdisciplinary learning tool. This study proposes a ground-breaking approach to fill this gap, offering a rigorous methodological apparatus to produce a cognitive tool dedicated to the interdisciplinary learning environment. This approach is based on the combined use of Constructive Grounded Theory Method, Cognitive Mapping technique and Meaningful Learning Activities. Constructive Grounded Theory was used to collect and organise interdisciplinary information into a well-defined conceptual framework. It is a qualitative approach where the perspective of the researcher (i.e. user) is emphasised. Cognitive Mapping technique was applied to support the adaptation and manipulation of this conceptual framework promoted by users with different backgrounds. Meaningful Learning Activities was practised to activate collaborative work among disciplines.. This approach was tested in interdisciplinary workshops dedicated to senior researchers, undergraduate and postgraduate students. The method was proved to investigate the energy issues in planning and architectural design. Several disciplines were involved (Architecture, Conservation, Civil Engineering, Energy Engineering, Economics, Planning). This paper proposes a review of these experimental experiences, pointing out the lesson learned. Results indicate that it does not exist one type of interdisciplinary education that we can introduce into the traditional curricula. This factors may be considered one of the most important barriers towards a holistic approach training. In contrast, the results show how the cognitive approach adopted herein, may be useful to elaborate tools for a specific interdisciplinary design education developing absorptive capacities of future professionals. The opportunity to use this approach to introduce transformative pedagogies in the traditional curricula is also presented as a further step of this study