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This book is dedicated to the theme of climate change, an urgent issue in Ecological Transition, particularly for architecture and landscape schools.

The scientific realities and consequences of this phenomenon are becoming increasingly well-known. It has been established that the mitigation and adaptation of emissions (particularly through the reduction of GHG emissions) directly impacts architecture, urban planning and landscape areas. Climate change must surely be put into relation with other environmental and social crises, depending on the multiple geographical and social situations of the territories involved.

The research work presented in this multidisciplinary collective work under the direction of Hassan Ait Haddou, Dimitri Toubanos and Philippe Villien aims to contribute to the recognition of the consequences of climate change and raise consciousness about mitigation and adaptation actions. In opposition to “climate skepticism”, the authors find inspiration in action-research, educational innovations and concrete transition practices, embracing different schools of thought. The challenge is to promote educational practices and research on climate change, to provide food for thought and action relying on the diversity of architectural and landscape responses to global warming and extreme episodes.

These contributions are the result of an international meeting organized by the scientific and educational network “EnsaÉco” and the LIFAM laboratory at ENSA Montpellier, not only combining the knowledge and experiences of “transitioners”, but also making a significant contribution to the development of adaptive actions, thanks to architecture and landscape.

Awareness about the challenges related to the ecological transition at higher education institutions continues to grow in France and at an international level. Indeed, rising to these challenges will not be possible without a real commitment from the teaching and research spheres. It is against this background that a scientific and educational network committed to the teaching of ecological transition in architecture and landscape schools, called “EnsaÉco”, was founded in November 2016.

Truly committed to this task, the scientific and educational network EnsaÉco initiated a series of scientific events around teaching and research on the themes of sustainable development. A series of meetings followed, bringing together the contributions from teachers, researchers and students from all of the ENSA(P) institutions in France, as well as European and internationally renowned scientific personalities.

Thus, in 2017, in Lyon, the first meetings of the network made it possible to federate the members of the community of teacher-researchers and to raise awareness of plural activities for teaching in architecture and landscape schools¹. They resulted in the launch of an “Appeal for the teaching of transition in architecture and landscape schools”, or “Lyon Appeal”².

The second meeting of the EnsaÉco network, which took place in 2018 in Nancy³, made it possible to debate a series of measures, called “tilting measures”, for the teaching and research of ecological transition in architecture and landscape schools.

In 2019, the EnsaÉco network desired to continue this reflection and open up a key question for architecture and landscape schools: that of scientific research, beyond the scope of teaching. It is in this spirit that the third meetings of the network took place in Montpellier, with a strong involvement from the Laboratoire Innovation Formes Architectures Milieux (LIFAM, Laboratory of Innovative Forms in Architectural Environments), the historical laboratory from ENSA Montpellier.

The major contributions of these meetings were dedicated to the articulation between teaching, research and professional practice on ecological transition. The particular interest in research on the theme of ecological transition follows various initiatives from the Ministry of Culture to support research related to this topic, starting with the research program “IgnisMutatRes: thinking architecture, the city and landscapes through the prism of energy” (2011–2015)⁴, followed by the program “20th century architecture, project material for the sustainable city of the 21st century” (2016–2020)⁵. At the same time, a significant amount of specific funding was allocated to research projects on ecological transition, either through the Ministry of Culture, PUCA (Plan Urbanisme Construction Architecture), ADEME (Agence de Maitrise de l’Energie, now called Agence de la Transition Ecologique), ANR (Agence Nationale de la Recherche) or CDC (Caisse des Dépôts et Consignation). All of these actions enabled a proliferation of research subjects feeding the reflection about the post-carbon city, something that the third meetings of the EnsaÉco network particularly wished to promote. This also made it possible to fuel teachings in architecture and landscape schools, while forging links between the academic and professional world.

As a result of these meetings, the EnsaÉco network wished to publish its first scientific work. The challenge of the publication was to promote diverse research projects, enhance knowledge-crossing across researchers, contribute to the development of innovative research and re-establish links between researchers, practitioners and citizens.

Using architectural, urban and landscape research material, EnsaÉco’s scientific committee identified several challenges of ecological transition in response to climate change. This question has been tackled following three general axes, voluntarily open to all disciplines, covering a variety of issues:

 – The urban dimension: this axis focuses on bioclimatic management in an urban context: the dense city, the urban heat island (UHI), the plants in the city, transportation policies, or rehabilitation standards.

 – The territorial dimension: this axis proposes to shift the focus from the specifically urban question to examine the relationships between the city and the problem of peri-urbanization, particularly exploring the way in which vernacular cultures in rural areas have an heuristic power for the development of architectural models likely to better respond to the challenges of ecological transition. The agricultural question is also key to this axis, as well as the relationship between the territory and the sea.

 – The social dimension: embodying the third pillar of sustainable development, the social dimension is at the heart of paradoxes, contradictions and (geo)political and socio-economic conflicts, which must necessarily be called into question.

The texts collected following our call for contributions deliver initial intentions and insights to clarify the challenges of ecological transition in teaching, research and operational practices. The diversity of the contributions received testifies to an array of interdisciplinary approaches, putting the question of ecological transition at the center of the discussion within a global framework: climate change. The three general axes (urban, territorial and social dimensions) are approached in a transversal manner in the various articles reunited in this corpus.

This book is structured into three main sections, hosting a variety of themes which illustrate the issues raised by the three general axes previously mentioned.

The first section presents the educational processes at the service of ecological transition, by paying particular attention to good practices in terms of the teaching and research of the ecological challenges to be taken up by architects, town planners and landscapers. It is mainly based on teaching experiences across the ENSA (École Nationale Supérieure d’Architecture) institutions in France.

The first chapter begins with the conference of one of the pioneers of what is called bioclimatism. André De Herde delivered the general introduction to the three days of EnsaÉco meetings. The author structures his remarks into three main blocks. The first one presents the “bioclimatic”, “sustainable” and “smart” concepts proposed by architecture schools to remedy the energy crisis of the 1970s. The second one recalls the reasons for the creation of the “Architecture and Climate” research team in 1980. He concludes his contribution with a state-of-the-art of the teachings of architectural engineers at the University of Louvain-La-Neuve.

De Herde’s conference is followed by the testimonies of three teacher-researchers, Anne Coste, Frédéric Dellinger and Théodore Guuinic, who illustrate the engagement of the field of history as an independent discipline and as a privileged dimension of other educational fields for acknowledging the constraints related to climate change. The authors of this work discuss the way in which climate change considerations have shaped the teaching of the history of architecture, town planning and landscape. They also show how the historical dimension makes it possible to put the climatic questions addressed by other disciplines taught at the ENSA(P) into perspective.

This chapter is followed by the contributions of Alain Guez and Antoine Steck from ENSA Nancy, who use intensive teaching to make students aware about the challenges of ecological transition in the Anthropocene era, and invite them to apprehend possible levers of action by working from concrete situations at different territorial and temporal scales.

Also in the context of the feedback from educational processes at the service of ecological transition, the contributions by Emmanuel Doutriaux and Edith Akiki are based on an experience at the interface between teaching and research. The authors work on the environmental question by bringing together their respective expertise, with a special focus on climate change.

The first section of the book closes with the work of Christophe Laurens, Valentin Sanitas, Clément Gaillard, Tibo Labat and Jérémie Buttin, who aim to present the experience of a group of students carried out at the ZAD NDDL (Zone to Defend, Notre-Dame-des-Landes), a territory which articulates many concrete dimensions. The authors suggest a few avenues in order to understand how to represent the contemporary political and ecological issues specific to this struggling territory, by means of representation and architectural design.

The second section of the book discusses ecological transition challenges that research needs to address.

Based on a case study located in a tropical climate (Reunion Island), as part of her final thesis edited by Hassan Ait Haddou, Magalie Técher explores the notion of comfort at elementary schools in humid tropical climates. The authors address questions which are at the core of architectural thought, in a context of ecological and economic crises, with the aim of providing a healthy and sustainable environment for children. They seek to provide food for thought and avenues for improvement in the design of school buildings. The analysis of data resulting from a campaign of indoor atmosphere measurements and a perception survey made it possible to determine optimal comfort zones for students at the different climatic zones of Reunion Island.

The study conducted by Séverine Steenhuyse in Marseille, focuses on the phenomenon of the urban heat island (UHI). The author of this project calls into question the virtuous planning of this city, with the aim of preserving its qualities and contributing to the mitigation of this phenomenon (UHI). The purpose of her work is to find out to what extent urban vegetation can actually be used, first analyzing how the phenomenon of urban overheating works, and discussing its known mitigating factors. Later, the author explores the issues of the urban green and blue network in order to imagine how these two issues could combine their approaches.

In Toulouse, Isabelle Fortuné carried out a study on summer comfort in the face of climate change. The author invites us to take into account the overall cost and the sensations within our habitat if we wish to be in line with the challenges of ecological transition.

A collaborative and multidisciplinary perspective concludes this second section with the contribution of Cécile Fries Paiola, who presents the work of a team of teacher-researchers from ENSA Nancy. Their approach combines lessons from project workshops, scientific mediation actions, and ultimately, joint research projects, in order to find answers to the new constraints of digital, ecological and societal transitions.

The third and last section demonstrates how professionals face the new challenges brought about by major changes. This is precisely what Damien Antoni describes in his chapter. The author proposes to respond to two distinct themes, namely the ways of mitigating global warming and giving testimony of the ecological architectural projects in progress.

With the purpose of dealing with global warming, François Nowakowski describes an educational experience carried out in partnership with the community of municipalities in the Ardèche valley, at Vallée de la Ligne. Based on the theoretical framework of the Italian territorialist school, this work has made it possible to identify the dynamics of change at work in the territory, either in the direction of adaptation/mitigation of climate change, or on the contrary, its amplification.

Back in Toulouse, the work of Clément Gaillard focuses on the bioclimatic houses of Jean-Pierre Cordier, who is considered as an important and influential figure of this design process. The chapter aims to understand not only the motivations, the architectural and constructive choices, but also the errors which appear in various projects by Jean-Pierre Cordier built between 1981 and 1986.

The last contribution of this section echoes the !MPACT competition, a contest open to all students of architecture and other training schools related to building, engineering, design and art, both in France and at an international scale.

Through these varied contributions, we can notice the diversity of approaches dealing with the issue of climate change in architecture and landscape schools. This testifies to the interdisciplinarity within schools, thanks to the teachers, researchers, students and administrative staff who work at them. By combining these varied texts, we hope to have contributed to the challenge of integrating ecological transition into the teaching and research departments of architecture and landscape schools.

1 1 For more information, see: http://ensaeco.archi.fr/manifestations/actes-lyon-2017/.

2 2 For more information, see: http://ensaeco.archi.fr/appel-de-lyon/.

3 3 For more information, see: http://ensaeco.archi.fr/manifestations/2018-nancy-_mesures-basculantes/.

4 4 For more information on the “IgnisMutatRes” program, see: http://www.culture.gouv.fr/Thematiques/Architecture/Formations-Recherche-Metiers/La-recherche-architecturale-urbaine-et-paysagere/L-organisation-de-la-recherche/La-politique-incitative-a-la-recherche/Ignis-Mutat-Res-IMR [Accessed October 7, 2018].

5 5 For more information on “20th Century Architecture”, see: http://www.culture.gouv.fr/Thematiques/Architecture/Architecture-et-cadre-de-vie/Architecture-du-XXe-siecle [Accessed October 7, 2018].