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This article discusses the necessity of academic curriculum on architectural heritage conservation to the contemporary architectural education and professional practices. It also examines how conservation can be successfully identified as a specialized academic and professional field within the contemporary architectural industry. As the building stock becomes older and the global economic situation remains depressed, the necessity for the (re)use of these structures will become more critical, as will the need for initiatives to integrate this aspect of practice into the current architectural education of design and planning professionals.
As a case study, the relationship between academic programs in architectural heritage conservation and the rapid growth of the field as a significant profession within the architecture industry in the U.S. has been gradually specialized since its first academic degree was introduced in the late 1960s, which has successfully identified and developed as a special profession collaboratively working with professional architects in the built environment.
Even though the necessity of preservation curriculum in the architecture education has not been seriously considered yet, in favor of a new construction centric curriculum as well as due to both subjects’ different core educational philosophy and practices as a creator and a curator, diverse efforts can be made to bridge the educational gap within the common ground of “sustainable development” of the built environment in the 21st century by expanding university curriculums to include topics addressing compatible, affordable and sustainable management and/or development of the existing architectural heritage.
Under the systematic and continuous support by the governmental sectors, academic institutions, and conservation organizations, the presence of active conservation programs within the current architectural education and practices could ultimately offer opportunities to enhance the quality of conservation activities of architectural heritage in the near future.
As a case study, the relationship between academic programs in architectural heritage conservation and the rapid growth of the field as a significant profession within the architecture industry in the U.S. has been gradually specialized since its first academic degree was introduced in the late 1960s, which has successfully identified and developed as a special profession collaboratively working with professional architects in the built environment.
Even though the necessity of preservation curriculum in the architecture education has not been seriously considered yet, in favor of a new construction centric curriculum as well as due to both subjects’ different core educational philosophy and practices as a creator and a curator, diverse efforts can be made to bridge the educational gap within the common ground of “sustainable development” of the built environment in the 21st century by expanding university curriculums to include topics addressing compatible, affordable and sustainable management and/or development of the existing architectural heritage.
Under the systematic and continuous support by the governmental sectors, academic institutions, and conservation organizations, the presence of active conservation programs within the current architectural education and practices could ultimately offer opportunities to enhance the quality of conservation activities of architectural heritage in the near future.
목차
머리말
역사보존과 건축유산의 개념
미국 건축유산 보존운동의 발전과 전문화
건축유산보존 사업에서 전문 건축가의 참여와 역할
21세기 건축유산 보존의 전망과 전문교육의 필요성
맺음말
참고문헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2016-540-001796570