Deep Sustainability and Architectural Pedagogy in the Developing World

Abstract

This paper envisions ways in which deep sustainability can be incorporated into architectural pedagogy. It bases its argument on the belief that architectural education can open new avenues toward the achievement of real sustainable development. The paper introduces concepts, meaning, definitions, and characteristics of deep sustainability. By conducting a content analysis procedure it investigates the status of architectural courses in a number of schools in the developing world. MIU program, an example from Egypt, is presented as an endeavor to reconfigure the educational process in a manner that is based on deep sustainability. The paper ends of outlineing a set of recommodations that aim at incorporating the principles and practices of deep sustainability into architectural pedagogy.