Guest Editors: Yun Wu (Sheffield University) and Ranald Lawrence (University of Liverpool)

Charrette, the journal of the association of architectural educators (aae), first published in 2013, is now well established as a pioneering research journal for academics, practitioners, and theorists engaged in design teaching practices and theoretical debates. For this issue (Volume 12, Issue 1), Charrette is excited to announce a special issue exploring environmental pedagogies.

Theme:

Environmental Pedagogies

In architectural education, the term environments is interpreted in many different ways. Sometimes the study of environments is categorised under the umbrella term ‘technology’, which can also encompass structures and construction. This has arguably led to the more quantitative or discreet teaching methods of technological disciplines to be applied to the way in which we think about environmental design.  Consequently, the spatial and sensory characteristics of architecture – as well as its relationship to its external environment – may be overlooked. It has not been the sole cause of this tendency of course – developments in the capabilities of environmental modelling software and the alignment of the regulation of fuel conservation to quantitative minimum standards for energy use and airtightness have all been important factors, as well as advancements in building services technologies.  

However, by its very nature, the design of environments cannot be fully described in quantitative terms alone, because it deals with human factors which are unpredictable and varied – how people perceive and experience different climatic conditions, and how people choose to behave in buildings and spaces.  Alberto Pérez Gómez asserts that the environment is ‘nothing less than a constituent part of our consciousness’ – and that the tuning of environments to accommodate human experience is the very essence of architecture. 

The experience of moments, thresholds and sequences – often explored as key drivers in the design studio – are impossible to separate from ideas of how light, sound and air are manipulated in their interplay with materials, volumes and their surroundings.  In exploring these qualitative aspects of environments, studio teaching may examine precedents of historic, vernacular or contemporary architecture which evoke particular emotions or atmospheres.

In humanities, the study of history and theory is also being reframed to examine the many intersections between societies, cultures and the environment. How people interacted with their environments in the past, and how we conceptualise our relationship with the environment in the present, can inform how we choose to live in the future.

Recent scientific approaches to understanding building environments also acknowledge the gap between simulation and reality, e.g. investigating the impact of construction on the natural world, and human factors such as the relationship between climate, comfort, and psychology.

This issue invites contributions addressing theoretical and practical approaches to environment in the design studio; the teaching of environmental technology and humanities courses; and how qualitative and quantitative understandings of environments may be reconciled to acknowledge the fundamental role that architecture plays in mediating between our physical and psychological worlds.

Contributions may include:

Other creative contributions that explore perceptions of environment, bridging quantitative and qualitative definitions. This may include illustrative, graphic or artistic responses.

Theoretical articles exploring the pedagogy of environmental design.

Articles exploring the history of environmental design pedagogy.

Case studies of innovative or interdisciplinary methodologies for the teaching of environmental design.

Articles exploring the teaching of environmental design in different cultural or geographical contexts.

Articles describing studio design projects or briefs that address different explorations of environment.

Reflections describing other studio-based activities such as field trips, workshops, building visits, precedent studies etc.

Case studies of teaching approaches that reconcile quantitative data and qualitative interpretations of the environment.

Submission Formats:

In their expression of interest, authors should clearly indicate which of the following formats they are submitting under and whether the submission will be in written and/or graphic form. Authors who feel their contribution might not fit one of these categories are encouraged to reach out to the guest editors for advice.

• Conventional Essays – 5,000-8,000 words (including all references and endnotes) – must demonstrate their intellectual and theoretical context, method and data, and have a clear conclusion.
• Projects / Personal Narratives – 3,000-5,000 words (including all references and endnotes) – substitute traditional “academic” data with descriptive and reflective content related to personal, educational experiences and/or projects. Narratives may include more images, diagrams, and illustrations.
• Freespace – allows for authors to develop experimental, provocative and/or polemical work, and proposals for diverse illustrated and/or written formats are expressly encouraged. 
• Book Reviews and Critical Reading Lists – 1,000-3,000 words (including all references and endnotes) – examine a contemporary book or group of publications that is relevant to the theme of this issue. Authors are encouraged to choose texts that have been published within the last five years.

Publication Timeline:

Queries regarding the theme of this special issue should be directed to the guest editors, Yun Wu (yun.wu1@sheffield.ac.uk) and Ranald Lawrence (ranald.lawrence@liverpool.ac.uk)

500-word expressions of interest (including author(s) names, affiliations, suggested article type and contact details) should be submitted through the following link: 

 https://forms.gle/HknEUtTvMgokr9GS8

Any questions regarding submissions should be directed to the Co-Editors, Annie Bellamy and Nick Drofiak at charrette@architecturaleducators.org 

Timeline: 
● Expressions of interest due: 3rd October 2025 at 12:00GMT;
● Notification of selected contributions: October 2025;
● Submission of full contributions: January 2026;
● Peer review: January 2026
● Publication Charrette 12(1): Summer 2026