OASE 122-123: Ecological Pedagogies

OASE 122-123: Ecological Pedagogies asks what architecture students should be learning in a warming world, and gathers 34 situated teaching initiatives that treat design education itself as the site of ecological experiment. About This Book Conventional architecture education works largely through abstraction: students develop as designers inside an imagined scenario, at a remove from the material and political conditions their work will actually meet. This double issue of OASE argues that such isolation is no longer tenable. Its guiding questions are practical ones — how do we bring reality into the school, or the school out into a rapidly changing world? — and it answers them not with manifestos but with evidence: course descriptions, reflective essays, and exemplary student projects drawn from a wide range of institutions. What emerges is a portrait of design pedagogy at a moment of transition, one in which design is redefined less by what it produces than by how it relates to its context. The compilation is offered explicitly as an invitation to dialogue rather than a settled position. Key contributors are Lucinda McLean, Louise Wright, Janna Bystrykh, Jantje Engels, Sereh Mandias, Elsbeth Ronner & Hans Teerds, Anna Renken, Laurent Stalder & Ludo Groen, Janna Bystrykh & Lili Carr, Julien Jacob & Marie Scheidmann, Sarah Bovelett, Tatjana Schneider & Christina Serifi, Isaiah Krieger, Henri Uijtterhaegen & Laurens Bekemans, Tomas Dirrix & Julia Strömland, Apriani Kurnia Sarashayu & Tatyana Kusumo, Marius Helten & Leonard Wertgen, Marius Grootveld, Roahan Viswanathan, Shahpara Shah & Spoorthi Nagaraj, Christian Sternhagen, Leeke Reinders, Ira Koers, Claudio Astudillo Barra, Alejandro Fuentes & Santiago Brignardelli, Bruno Notteboom, Corneel Cannaerts & Weronika Gajda, Jacob Heydorn Gorski, Tiphaine Abenia & Camille Fauvel, Mattias F. Josefsson, Sabine Müller & Miguel Hernández-Quintanilla, Melissa K. Smith & Catherine Outram Desai, Johanna Just, Camille Sineau, Anna-Lena Mueller, Leonie Hartung, Jolein Bergers & Breg Horemans, Sarah Hachem & Ana Bisbicus (habi practice), Kim Förster & Joshua Silver, Anna Johnson & Richard Black, Audrey Tseng de Melo Fischer & Samar Halloum, and Tarini Vajpeyi. Key Features A double issue, edited by Elsbeth Ronner, Hans Teerds, Janna Bystrykh, Jantje Engels and Sereh Mandias 34 situated initiatives spanning course descriptions, reflective articles and student projects Organised around five aspects of ecological thinking: pedagogies, subject matter, situations, processes and relationships Designed by Karel Martens and Aagje Martens Published in parallel Dutch and English text What You'll Discover How schools are dismantling the abstract design scenario in favour of situated, material and site-specific teaching What architecture students may need to unlearn, as much as what they need to acquire Concrete pedagogical models that other educators can adapt, rather than general arguments about curriculum reform How ecological thinking reframes the relationship between a design, its context, and the institution that taught it About the Author OASE is an independent, peer-reviewed journal for architecture published by nai010 in Rotterdam, running since 1981 and edited by a rotating international board of architects and academics. This double issue was edited by Elsbeth Ronner, Hans Teerds, Janna Bystrykh, Jantje Engels and Sereh Mandias, with design by Karel Martens and Aagje Martens. Specifications Format: Softcover Pages: 128 Dimensions: 170 x 240 mm Language: Dutch and English ISBN: 9789462089525 Publisher: nai010 Publishers Publication Date: July 2026 Perfect For: Architecture educators and studio tutors, students navigating the climate crisis within their own training, and readers following the OASE series and Dutch architectural discourse. View this post on Instagram A post shared by Bookshop by Uro (@bookshop_by_uro)