Steinitz, C., 1990, A framework for theory applicable to the education of landscape architects (and other environmental design professionals), in: Landscape Journal, 2, 9
- Author : Steinitz, C.
- Year : 1990
- Title English : A framework for theory applicable to the education of landscape architects (and other environmental design professionals)
- Journal/Series : Landscape Journal
- Volume Number (ANNUAL: Counting Volumes of the Year shown above) : 9
- Volume Number (CONSECUTIVE: Counting all Volumes of this Journal ever published) : 2
- Pages : 136-143
- Contents in English : The framework for design as a verb identifies six different questions [Figure 2]. Each is related to a theory-driven modeling type. The models on which we rely must be based in usable and valid (or presumed to be valid) theory. The framework is "passed through" at least three times in any project: first, downward in defining the context and scope of a projectždefining the questions; second, upward in specifying the project methodologyžhow to answer the questions; and third, downward in carrying the project forward to its conclusionžgetting the answers. The six questions with their associated modeling types are listed downward, in the order in which they are usually considered when initially defining the context and questions of a design problem. I How should the state of the landscape be described; in content, boundaries, space, and time? This level of inquiry leads to Representation Models. II How does the landscape operate? What are the functional and structural relationships among its elements? This level of inquiry leads to Process Models. III Is the current landscape functioning well? The metrics of judgment (whether health, beauty, cost, nutrient flow, or user satisfaction) lead to Evaluation Models. IV How might the landscape be altered; by what actions, where, and when? This is directly related to I, above in that both are data; vocabulary and syntax. This fourth level of inquiry leads to Change Models. At least two important types of change should be considered: change by current projected trends, and change by implementable design, such as plans, investments, regulations, and construction. V What predictable differences might the changes cause? This is directly related to II, above, in that both are based on information; on predictive theory. This fifth level of inquiry shapes Impact Models, in which the process models (II) are used to simulate change. VI Should the landscape be changed? How is a comparative evaluation among the impacts of alternative changes to be made? This is directly related to III, above, in that both are based on knowledge; on cultural values. This sixth level of inquiry leads to Decision Models. [Implementation could be considered another level, but this framework considers it as a forward-in-time feedback to level I, the creation of a changed representation model.]
- Comments/Notes : http://www.gsd.harvard.edu/studios/brc/framework/framework_treatise.html