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The aim of this study is to question the relationship between architectural ethical codes and faults in earthquakes. Earthquakes have devastating effects on all societies in history and today. And the relationship and importance of the architect and building, one of the most important roles of these destructive effects, is once again revealed in every earthquake. Although there are some restrictions or warnings for architects and the architectural profession to reduce this destructive effect in many regulations and ethical codes, it is possible to see the defects caused by architectural design and the destruction caused by these defects in every new earthquake.

In this study, the most destructive earthquakes in Turkey in the past 20 years (Bingöl, Van, Elazig and Izmir) and the 1999 Marmara earthquake, which was the most destructive earthquake in Turkey’s recent history, and the damages occurred in these earthquakes and their causes were examined. Although the scope of the study is “destructive earthquakes that have occurred in the past 20 years in Turkey”, the Marmara Earthquake, which occurred in 1999, when the destructive effect of the earthquake was seen the most and architectural design errors were intense, was also included in the scope of the study. And to have a more comprehensive understanding of how these defects are examined in terms of ethical codes and to make a more comprehensive comparison, ethical codes from different countries in the world have been researched and a review has been made on topics such as public welfare, human rights and raising the standard of the profession.

This study concludes by reviewing the key factors learned from the examined ethical codes of different countries. Finding ethical codes of different countries was challenging to gain approval. In addition, the study ends with recommendations in terms of questioning the regulations and education curriculum relations on a country basis.

This study, which targets architect candidates who carry out the profession of architecture and continue their architectural education, evaluates the architectural design flaws seen in earthquakes through ethical codes and forms a basis for further studies.

The purpose of this paper is to evaluate a unique pedagogical approach intended to address a need of the architecture, engineering and construction (AEC) professions for graduates to work in cross-disciplinary collaborative teams. Addressing this industry need has been challenging for higher education programs in the past. The pedagogy evaluated in this study takes a unique approach to addressing the issue and the aim of the study is to capture the effectiveness of the approach.

This paper presents a qualitative research study evaluating perceptions of students and faculty participating in the cross-disciplinary course experience between architecture and construction. The study evaluated perceived vs received learning outcomes and perceived challenges of the cross-disciplinary course approach. Data were collected from open-ended interviews and observations of students and faculty participating in the course, as well as course artifacts.

Results of the study indicate alignment between perceived and received outcomes. Identified perceptions of challenges to the approach reflect many identified in previous studies. Areas for future study, and practice in collaborative education within the AEC disciplines are also suggested.

This research used a qualitative approach to evaluate perspectives of six students and two teachers in a specific pedagogical approach at one university. Given the small sample size and delimitation of one-course approach, findings from this study are not generalizable to a broader population. In addition to providing valuable data for future quantitative studies on a larger population, the study also provides pedagogical options for other schools to consider implementing and studying. The findings support previous research suggestions that collaborative approaches done early and often for longer durations are needed to address collaborative learning challenges.

The pedagogical approach evaluated in this study takes a unique approach to addressing a well-documented need in the AEC industry. Information included in this paper demonstrates an approach not yet documented in AEC higher education. Further, it provides a glimpse into the strengths, weaknesses, opportunities and challenges that contribute a body of knowledge for others in the discipline to build from. The findings suggest a more in-depth approach may help cross the negative student impressions developed in shorter in-frequent approaches, and begin to develop student understanding of the value and necessity of multi-disciplinary collaboration.

Ecology shows us not only environmental problems; it shows that we need a new balance and harmony between individuals, beings, communities and all of Nature. We need a new contract with Nature (SERRES, 1991) and new Ethics (GUATTARI, 1990) for our lives. What is therefore new in Architecture? The environmental ethics have given us a universal and supra-generational vision of the management of our Nature and, as a consequence, a new way to construct our “second” nature. What is essential for this new architecture that the new ethics demand?

Exploring this subject, the paper firstly analyzes how the relationship between ethics and architecture has been described by other authors. Secondly, how the relationship between mainstream architecture and ecology is evolving, from technical matters to social and more complex issues, to work towards ethics. Finally, the convergence between them (Ethics, Architecture and Nature) could provide the clues to understand the ends and means of eco-architecture.

As a result of this analysis, we interpret that there are underlying keys in the post-eco-architecture. These summarize in new roles for the “locus” and the break of habitual limits of architecture, which have been replaced for new ones. There are no limits of scale: macro-structures such as mega-cities, as well as micro-organism are involved in the architectural process. The client of our construction is universal: we do not build only for our client, we must think about all beings, including animals since we know how our decisions may inflict damage to biodiversity. The site has no boundaries: we know how any local actions can have an effect in remote locations of the planet, since natural phenomena are interconnected. There is also no time limit: we must build now, but we must think about future generations.

This paper will examine the importance of seeing, reading, evaluating and better appreciating the built environment. Creative observation of built environment is fundamental to our day‐to‐day lives as well as to cultural tourism development. As we want to break away from the routine and lack of stimuli of our home work and environment, we travel to foreign places. Our cities are tourist destinations for others. Being aware of one's environment, and being able to read it should be a skill mastered by all. As many become a tourist at some point in their life, cultural tourism is judged essential to society's enrichment and to the personal enhancement of the tourist. Through methods of awareness, this process allows everyone to appreciate the built environment. None of the tourist charters, educational or initiatives adequately training cover these areas of concern. In response, this paper will explore the matters of perception, place and landscape reading, as well as visual or contextual appreciation as the basis for promotion of heritage conservation, cultural identity and sensitization to place specificities and uniqueness of landscapes. How to see and better appreciate these elements is what will progressively promote a conservation ethic in search of promising relationships between visitors and the built environment.

Scrutinizes one of the main features of the conventional credo of organizational management: The “ethic of self‐preservation” (ESP). The ESP is the inevitable by‐product of a culture that denies interiors and encourages materialistic consumerism and narcissistic self‐interest. Several pertinent questions will be explored: What is an ethic and what role does it play in governing both personal and collective behavior? What specifically is the ESP? How is it fostered by the prevailing culture of narcissism? What impact if any, does it have on the maintenance of organizational integrity? Furthermore, how can the Chaos principle of Connectivity be construed as an imperative for organizational adaptation and sustainability? Finally, what lessons can Chaos lend practitioners of organization development that will permit them to grasp, and ultimately, accept a new ethic based on the fact of connectivity in the essential process of organizational change?

In South Africa, there is a view that some industrial/economic problems arise from the nature, or lack of, an appropriate work ethic. This paper attempts to analyse the concept of work ethic, the factors underlying it and its relationship to productivity.

This paper aims to explore the topic of adaptive reuse referring to urban open spaces into a more-than-human perspective. It underlines that dealing with heritage means being part of an inherent and ongoing process of transformation and so that reuse is inextricably an adaptive practice, constantly facing mutations, and that adaptation is a coral practice that involves different kinds of users and makers, inclusive of human and not human livings.

This paper looks at the lexicon of abandonment, in search of the more essential and intense meanings of words, and at some pioneering practices in Europe to comprehend the aesthetic and ethical implications of adaptive reuse of neglected landscapes.

Processes of reuse involve many different communities of users who in turn continuously redesign the site, into a comprehensive, coral and conflicting collaboration, whose results are never given once for all and are both uncanny and beautiful, scaring and marvellous, like a monster.

Accepting the idea that humans are not the only users and makers of urban sites can widen the range of tools, methods and values involved in heritage adaptive reuse.

This paper tries to widen the meanings of adaptation into a multispecies perspective. It intends to broaden the range of agents that can be involved as users and makers, assuming a more-than-human point of view that is not yet commonly applied.

This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches.

Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni.

While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future.

The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes.

As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.

Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.

The purpose of this paper is to discuss the Student Transitions and Experiences (STEP) project, in which visual and creative research methodologies were used to enhance student engagement.

The article provides an overview of three main strands within the field of student engagement practice, and explores the STEP project as an instance of the “critical‐transformative” strand. The article draws on recent theorizations by Kemmis et al. of practice architectures and ecologies of practice to propose an understanding of the STEP project as a practice “niche”.

In thinking through some implications of student engagement as a practice architecture, the article sheds analytical light on student engagement as a specific and complex form of contemporary education practice. The later part of the article focuses on a consideration of phronesis and praxis in specific instances from the STEP project. Working with concepts from Barad, the article develops a conceptualization of the STEP project as an intra‐active, entangled situated and particularistic practice of phronesis‐praxis.

This article aims to contribute to the development of theoretical and empirical understandings of the field of student engagement. It does so by providing insights into a recent empirical study; by developing some new theorisations of student engagement; and by a detailed exploration of specific instances of student engagement practice.