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  1. The Cycle of Lived-Space.Malgorzata A. Dereniowska - 2011 - Environment, Space, Place 3 (1):9-46.
    The article examines the reduction of architecture to the dimension of utility which results in placelessness. The modern redefinition of science as “knowing-making” is essential to this reduction, although it has fundamental and forgotten importance. Drawing upon Martin Heidegger’s and George Grant’s critique of technology, and the ideas of Alberto Pérez-Gómez and Charles-Francois Viel, the significance of the complex relations between theory and practice in architecture will be explored in the context of Kimberly Dovey’s notion of the cycle of lived-space. (...)
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  • Utopic Pedagogies: Alternatives to Degenerate Architecture.Nathaniel Coleman - 2012 - Utopian Studies 23 (2):314-351.
    Although Utopia makes reasonably frequent appearances within humanities and social science teaching (at least as a topic, even if only to be denounced), it remains at best at the far periphery of architecture education. Thus, any essay proposing the relevance of utopic pedagogies for architecture education, and its subsequent professional practice, must come to terms with the strange absence of Utopia from the heart of the curriculum (and from the concerns of most architecture students, educators, theorists, historians, and practitioners).It is (...)
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  • Moral geometry, natural alignments and utopian urban form.Jean-Paul Baldacchino - 2018 - Thesis Eleven 148 (1):52-76.
    The city has featured as a central image in utopian thought. In planning the foundation of the new and ideal city there is a close interconnection between ideas about urban form and the vision of the moral good. The spatial structure of the ideal city in these visions is a framing device that embodies and articulates not only political philosophy but is itself an articulation of moral and cosmological systems. This paper analyses three different utopian moments in three different historical (...)
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  • Teaching Approaches and the Development of Responsible Environmental Behaviour: The Case of Hong Kong.Stephen Pui-Ming Yeung - 2002 - Ethics, Place and Environment 5 (3):239-259.
    Enquiry teaching approaches are widely considered as more useful than didactic approaches for the development of environmentally responsible behaviour. This paper is a report of an empirical study on the validity of this belief with reference to higher-ability and lower- to medium-ability groups drawn from geography classes at the Advanced Level in Hong Kong. The hypotheses were that, taken together, enquiry approaches are more effective than didactic approaches for the development of environmentally responsible behaviour in both the short and long (...)
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  • Ethical difference(s): A response to maycroft on le corbusier and Lefebvre.Mick Smith - 2002 - Ethics, Place and Environment 5 (3):260 – 269.
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  • Teaching Approaches and the Development of Responsible Environmental Behaviour: The Case of Hong Kong.Stephen Pui-Ming Yeung - 2002 - Ethics, Place and Environment 5 (3):239-259.
    Enquiry teaching approaches are widely considered as more useful than didactic approaches for the development of environmentally responsible behaviour. This paper is a report of an empirical study on the validity of this belief with reference to higher-ability and lower- to medium-ability groups drawn from geography classes at the Advanced Level in Hong Kong. The hypotheses were that, taken together, enquiry approaches are more effective than didactic approaches for the development of environmentally responsible behaviour in both the short and long (...)
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  • Repetition and difference: Lefebvre, le corbusier and modernity's (im)moral landscape: A commentary.Neil Maycroft - 2002 - Ethics, Place and Environment 5 (2):135 – 144.
    . Repetition and Difference: Lefebvre, Le Corbusier and Modernity's moral Landscape: A Commentary. Ethics, Place & Environment: Vol. 5, No. 2, pp. 135-144.
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