Regenerative Design of Archaeological Sites: A Pedagogical Approach to Boost Environmental Sustainability and Social Engagement
Regenerative Design of Archaeological Sites: A Pedagogical Approach to Boost Environmental Sustainability and Social Engagement
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考古遗址的再生设计：促进环境可持续性和社会参与的教学方法
DOI：
10.3390/su15043783
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发表时间：
2023
期刊：
影响因子：
3.9
通讯作者：
E. Lucchi
中科院分区：
文献类型：
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作者：
E. Lucchi
多年来，可持续的教学方法和实践发生了变化，产生了一系列哲学，理论和科学概念。在它们内部，再生设计是一种基于系统框架和发展过程的主动方法，用于维护自然生态系统的完整性，并通过协同设计技术的支持提高人类生活，环境意识，社会公平和经济可持续性。这种方法被广泛应用于建筑设计，无论是现有的还是传统的建筑，以解决全球变暖，气候变化，城市扩张，旅游压力和其他当代挑战性现象的负面影响。考古遗址的具体工作流程从未提出过，尽管这些遗址面临的问题和风险与其他文化遗产环境完全不同（例如，自然资源的开发、污染、旅游业的压力、故意破坏、抢劫、不适当的挖掘或干预、缺乏维护、资金和立法）。这项研究提出了一个多标准的决策分析工作流程，通过深入了解当前的问题，价值，功能和风险，在城市和建筑水平，以可持续的方式保护和再生考古遗址。该方法在联合国教科文组织卡斯特塞普里奥遗址（意大利）进行了教学实验，以调查遗产，环境，社会和经济动态之间的相互作用，并确定其可行性，适用性，局限性和进一步发展的机会。教学过程得到了场地主要参与者（业主，遗产和公共当局以及当地协会）的参与计划的支持，以创造强有力的公众支持和该地区可持续再生的共同愿景。传统的和再生的设计过程，关键的设计原则，共享的标准，可复制性，新奇和教学方法的局限性之间的差异也被确定。本研究的主要发现是：（i）学生需要清晰和共享的设计工作流程，以支持他们的设计项目;（ii）“再生设计”涉及多层次的动态培训方法，激励和参与学生，同时也提高他们的意识;（iii）合作和利益相关者的参与是重要的，有利于以人为本的方法，也基于社会和经济的相互作用; ㈣数字技术是量化每个设计阶段关键绩效指标的基础; ㈤“再生设计”促进干预措施的长期规划和财务自我维持; ㈥多文化设计团队产生更多创新设计理念。
Sustainable pedagogical approaches and practices have changed during the years, generating a set of philosophical, theoretical, and scientific concepts. Inside them, regenerative design is a proactive method based on systemic frameworks and developmental processes for maintaining the integrity of natural ecosystems, also enhancing human life, environmental awareness, social equity, and economic sustainability through the support of codesign techniques. This approach is widely used in architectural design, both for existing and heritage buildings, to address negative impacts of global warming, climate change, urban sprawl, touristic pressure, and other contemporary challenging phenomena. Specific workflows for archaeological sites have been never proposed, despite the fact that these sites face problems and risks completely different from other cultural heritage settings (e.g., physical development, pollution, tourism pressure, vandalism, looting, inappropriate excavations or interventions, lack of maintenance, funding, and legislation). This study presents a multicriteria decision analysis workflow for preserving and regenerating archaeological sites in a sustainable way through a deep understanding of current problems, values, features, and risks at urban and building levels. This method is tested with a pedagogical experiment at the UNESCO Site of Casterseprio (Italy), to investigate the interaction between heritage, environmental, social, and economic dynamics as well as to define its feasibility, applicability, limitations, and opportunities for further developments. The didactic process is supported by a participatory program among the key players of the site (owners, heritage and public authorities, and local associations), to create strong public support and a shared vision of the sustainable regeneration of the area. Differences between traditional and regenerative design processes, key design principles, shared criteria, replicability, novelty, and limitations of the pedagogic approach are also identified. Key findings of the present study are: (i) students need clear and shared design workflows for supporting their design projects; (ii) “regenerative design” involves multilevel dynamic training methodologies that motivate and involve the student while also improving their consciousness; (iii) the cooperation and the involvement of the stakeholders is important to favor a human-centered approach based also on social and economic interactions; (iv) digital technologies are fundamental for quantifying the key performance indicators in each design stage; (v) “regenerative design” boosts long-term planning and financial self-sustainability of the intervention; and (vi) multicultural design teams producing more innovative design ideas.