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EXPERIENCING NATURE

learning for all our future (or why we should care)
体验自然
为了我们的未来(及我们为何应该关心)	
Sustainably Designed Edu...
WELLBEING
健康
EXPERIENCI
NG NATURE
体验自然
ATTITUDES
态度
‘CONNECTION’
‘联系’
WHAT IS NATURE? 何为自然?



“…areas containing elements of living systems that include plants and
nonhuman animals across a r...
WHAT IS EXPERIENCE? 何为体验?







	
passive
被动
active
主动
indirect
间接
direct
直接
symbolic
象征性
WHAT IS EXPERIENCE? 何为体验?

SHIFT IN CHILDREN’S PLAY 衍伸至儿童
游乐

	
more indoor, structured, supervised play
受制定和监管的室内活动越来越多


	
 

sport image	
  
SHIFT IN CHILDREN’S PLAY 衍伸至儿童
游乐

	
more barriers to outdoor play
室外活动越来越受限


WELLBEING 健康



children playing in nature are more:
在自然中玩耍的儿童更具有:



active - coordinated - focused - imaginative -
creat...
contact with nature affects:
受自然影响:

	
WELLBEING 健
康
•  ADHA ADHA
•  self-discipline 自律
•  cognitive functioning 认知功能
•  D...
‘Nature deficit disorder’
‘自然缺失症’



‘Psychological ecosystem
service’
‘心理性生态系统服务’





	
WELLBEING 健
康
“No one will protect what they don’t care about;
and no one will care about what they have never
experienced.”
DAVID
ATTEN...
•  childhood experiences and lifepath
童年经历和生命轨迹
•  connection to nature and behaviour
与自然和行为的联系
•  long lasting impact
长期影...
•  BIOPHILIA hypothesis
亲生命性假设
•  requires nurture
需要养育
•  childhood experience key
童年经历的关键
CONNECTION 联系
•  school building 25% of influence on learning
校舍设计对学习产生25%的影响
•  day to day experience in nature
每天在自然中体验
•  promote wel...
• 	
  	
  environmental	
  features 	
  	
  	
  	
  环境特点
• 	
  	
  natural	
  shapes	
  &	
  forms	
   	
  	
  	
  	
  自然形...
environmental	
  features	
  
环境特点
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
natural	
  pa2erns	
  &	
  processes	
  
...
environmental	
  features	
  
环境特点
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
natural	
  pa2erns	
  &	
  processes	
  
...
environmental	
  features	
  
	
  
natural	
  shapes	
  &	
  forms	
  
自然形状和形式
	
  
natural	
  pa2erns	
  &	
  processes	
...
MOSQUE, KASHAN, IRAN
伊朗喀山清真寺
BRICK VAULTED PRIMARY SCHOOL, MALI
马里砖砌小学
	
environmental	
  features	
  
	
  
natural	
  sha...
environmental	
  features	
  
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
natural	
  pa2erns	
  &	
  processes	
  
	
  
...
environmental	
  features	
  
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
natural	
  pa2erns	
  &	
  processes	
  
	
  
...
TEIKYO UNIVERSITY ELEMENTARY SCHOOL
帝京大学小学
	
environmental	
  features	
  
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
n...
environmental	
  features	
  
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
natural	
  pa2erns	
  &	
  processes	
  
	
  
...
CHILDREN’S LIBRARY BURUNDI
布隆迪儿童图书馆
	
environmental	
  features	
  
	
  
natural	
  shapes	
  &	
  forms	
  
	
  
natural	...
•  passive and active experience
被动和主动的体验
•  direct, indirect and symbolic nature
直接的,间接的,以及象征性的
•  biophilic design eleme...
day-to-day experience in nature:
每天在自然中体验
• promotes wellbeing
促进健康
• encourages ‘connection’
鼓励“连接”
• changes attitudes ...
“Education’s greatest crime is to have removed
men from nature… All great ideas and impulses
were born in the open air, cl...
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Experiencing Nature

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Anna Hollyman is a British architect based in Shanghai who has previously worked on a number of ‘green’ school projects in the UK. Anna is the Director of Environmental Architecture at Liberation Creative Consultants, and has previously worked in firms such as RMJM as well as Total Environmental Design. She is currently pursuing a Masters in Advanced Energy and Environmental Studies, researching the extent to which a school’s physical learning environment may affect the way children develop their environmental awareness, attitudes and behaviour.

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Experiencing Nature

  1. 1. EXPERIENCING NATURE
 learning for all our future (or why we should care) 体验自然 为了我们的未来(及我们为何应该关心) Sustainably Designed Education Spaces - 27 March 2014 - annahollyman@gmail.com
  2. 2. WELLBEING 健康 EXPERIENCI NG NATURE 体验自然 ATTITUDES 态度 ‘CONNECTION’ ‘联系’
  3. 3. WHAT IS NATURE? 何为自然?
 
 “…areas containing elements of living systems that include plants and nonhuman animals across a range of scales and degrees of human management, from a small urban park through to relatively ‘pristine wilderness.’” “……包含生物系统元素的区域,这些元素包括受一定程度人为管理的一 系列植物和非人类动物,例如小型的城市公园及相对原始的‘野外’”

  4. 4. WHAT IS EXPERIENCE? 何为体验?
 
 
 
 passive 被动 active 主动
  5. 5. indirect 间接 direct 直接 symbolic 象征性 WHAT IS EXPERIENCE? 何为体验?

  6. 6. SHIFT IN CHILDREN’S PLAY 衍伸至儿童 游乐
 more indoor, structured, supervised play 受制定和监管的室内活动越来越多 
 
 sport image  
  7. 7. SHIFT IN CHILDREN’S PLAY 衍伸至儿童 游乐
 more barriers to outdoor play 室外活动越来越受限 

  8. 8. WELLBEING 健康
 
 children playing in nature are more: 在自然中玩耍的儿童更具有:
 
 active - coordinated - focused - imaginative - creative 主动性 – 协调性 – 专注度 – 想象力 – 创新性
  9. 9. contact with nature affects: 受自然影响:
 WELLBEING 健 康 •  ADHA ADHA •  self-discipline 自律 •  cognitive functioning 认知功能 •  Depression 抑郁 •  healing 治愈
  10. 10. ‘Nature deficit disorder’ ‘自然缺失症’
 
 ‘Psychological ecosystem service’ ‘心理性生态系统服务’
 
 
 WELLBEING 健 康
  11. 11. “No one will protect what they don’t care about; and no one will care about what they have never experienced.” DAVID ATTENBOROUGH “没有人会保护他们漠不关心的东西;没有人会关 心他们从未经历的事物.” 大 卫·爱登堡
  12. 12. •  childhood experiences and lifepath 童年经历和生命轨迹 •  connection to nature and behaviour 与自然和行为的联系 •  long lasting impact 长期影响 ATTITUDES 态 度
  13. 13. •  BIOPHILIA hypothesis 亲生命性假设 •  requires nurture 需要养育 •  childhood experience key 童年经历的关键 CONNECTION 联系
  14. 14. •  school building 25% of influence on learning 校舍设计对学习产生25%的影响 •  day to day experience in nature 每天在自然中体验 •  promote wellbeing 提倡健康生活 •  catalyst for change 改变的催化剂 SCHOOL DESIGN 学校设 计
  15. 15. •     environmental  features        环境特点 •     natural  shapes  &  forms          自然形状和形式 •     natural  pa2erns  &  processes        自然模式和过程 •     light  &  space            光照和空间 •     place  based  rela7onships        以空间为基准的关系 •     human-­‐nature  rela7onships        人类和自然的关系     BIOPHILIC DESIGN 亲生命性设 计
  16. 16. environmental  features   环境特点   natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space     place  based  rela7onships     human-­‐nature  rela7onships         BINH DUONG SCHOOL. VIETNAM 越南 BINH DUONG学校 BIOPHILIC DESIGN 亲生命性设计
  17. 17. environmental  features   环境特点   natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space     place  based  rela7onships     human-­‐nature  rela7onships         BIOPHILIC DESIGN 亲生命性设计 BERTISCHI LIVING SCIENCE WING SEATTLE 西雅图BERTISCHI生态科学院
  18. 18. environmental  features     natural  shapes  &  forms   自然形状和形式   natural  pa2erns  &  processes     light  &  space     place  based  rela7onships     human-­‐nature  rela7onships         ‘PEANUT’ KINDERGARTEN, HIROSHIMA 广岛花生幼儿园 INTERNATIONAL SCHOOL, IKAST_BRANDE IKAST-BRANDE国际学校 BIOPHILIC DESIGN 亲生命性设计
  19. 19. MOSQUE, KASHAN, IRAN 伊朗喀山清真寺 BRICK VAULTED PRIMARY SCHOOL, MALI 马里砖砌小学 environmental  features     natural  shapes  &  forms     natural  pa2erns  &  processes   自然形状和形式   light  &  space     place  based  rela7onships     human-­‐nature  rela7onships       BIOPHILIC DESIGN 亲生命性设计
  20. 20. environmental  features     natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space   光照和空间   place  based  rela7onships     human-­‐nature  rela7onships         BIOPHILIC DESIGN 亲生命性设计 MUKUO LEIMONDO NURSERY SCHOOL, KYOTO PREFECTURE 京都府 MUKUO LEIMONDO 幼儿学校
  21. 21. environmental  features     natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space   光照和空间   place  based  rela7onships     human-­‐nature  rela7onships         MUKUO LEIMONDO NURSERY SCHOOL, KYOTO PREFECTURE 京都府 MUKUO LEIMONDO 幼儿学校 BIOPHILIC DESIGN 亲生命性设计
  22. 22. TEIKYO UNIVERSITY ELEMENTARY SCHOOL 帝京大学小学 environmental  features     natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space     place  based  rela7onships     human-­‐nature  rela7onships   BIOPHILIC DESIGN 亲生命性设计
  23. 23. environmental  features     natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space     place  based  rela7onships   以空间为基准的关系   human-­‐nature  rela7onships BIOPHILIC DESIGN 亲生命性设计 TEIKYO UNIVERSITY ELEMENTARY SCHOOL 帝京大学小学
  24. 24. CHILDREN’S LIBRARY BURUNDI 布隆迪儿童图书馆 environmental  features     natural  shapes  &  forms     natural  pa2erns  &  processes     light  &  space     place  based  rela7onships     human-­‐nature  rela7onships   人类和自然的关系 BIOPHILIC DESIGN 亲生命性设计
  25. 25. •  passive and active experience 被动和主动的体验 •  direct, indirect and symbolic nature 直接的,间接的,以及象征性的 •  biophilic design elements 亲生物的设计元素 •  outdoor classroom - indoor nature 户外教室-室内自然 KEY DESIGN POINTS 设计观点
  26. 26. day-to-day experience in nature: 每天在自然中体验 • promotes wellbeing 促进健康 • encourages ‘connection’ 鼓励“连接” • changes attitudes for life 改变生活态度 Schools could be the catalyst for REAL change 学校可以是本质改变的催化剂 SUMMARY 设计观点
  27. 27. “Education’s greatest crime is to have removed men from nature… All great ideas and impulses were born in the open air, close to nature.” LOUIS SULLIVAN “教育的最大罪行是让人类脱离了自然......所有 伟大的思想和冲动都孕育自靠近自然的开放空间.”       路易斯·沙利文
  • shawyon

    Nov. 27, 2017

Anna Hollyman is a British architect based in Shanghai who has previously worked on a number of ‘green’ school projects in the UK. Anna is the Director of Environmental Architecture at Liberation Creative Consultants, and has previously worked in firms such as RMJM as well as Total Environmental Design. She is currently pursuing a Masters in Advanced Energy and Environmental Studies, researching the extent to which a school’s physical learning environment may affect the way children develop their environmental awareness, attitudes and behaviour.

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