Ford Architects in Learning by Design Fall 2024 Issue

Have you read Alan’s article, Creating the Regenerative School, in the fall issue of Learning by Design? 

First let’s define Regenerative Design. Regenerative design is a holistic approach to creating systems and structures that actively restore and renew their surrounding environments, promoting the health and well-being of ecosystems and human communities. Unlike sustainable design, which focuses on minimizing negative impacts, regenerative design aims to create positive outcomes by enhancing the resilience and vitality of natural and social systems.

In his article Alan explains the why for his research work, and then through five school spotlights he shares concrete examples of how some school districts are doing better by their students and their communities. Really, Alan’s work is a call to action. 

There are increasing concerns over the climate crisis and post-pandemic emphasis on air quality and human health. We are at a stage where we need to think of school design in a more holistic and regenerative manner. To do that with some degree of certainty, we must utilize research-informed data from various sources, including engineering, traditional medicine, neuroscience, psychology, biology, ecology, computer sciences, and post-occupancy data on completed schools. Our focus needs to extend beyond the limiting and immediate costs and efficiency to the enduring impact of our work.

For regenerative design to take root, it demands strong advocacy at every level, from political and district leadership to facilities departments, the design team, and grassroots efforts, including teachers, students, and principals. While progress can start with a few dedicated stakeholders, all of us need to embrace this challenge—it is our moral obligation to take ownership of this endeavor. 

A paradigm shift is necessary, and architects have an ethical responsibility to advocate for regenerative design and use their expertise to demonstrate the far-reaching implications of their decisions. This includes not only functional aspects but also considerations of environmental health and occupant well-being.

Building codes and certification programs such as WELL and Living building Challenge, in combination with school district standards, can serve as a powerful avenue for advocacy. These should reflect our environmental values in policy and practice, promoting sustainable and regenerative outcomes for our communities and their correlated ecosystems. Legislation, building code reforms, educational and technical specifications, knowledge sharing, and education are crucial components of this effort.

Even small steps can have big impacts. We’re realistic that not all school districts can achieve the results of the projects shared in this article, but we do believe those school districts can do incrementally better with each new project. 

Curious to learn more? Download the Learning by Design article and then purchase Alan’s book, Creating the Regenerative School.