Children-oriented built environment education: A participatory model for Bursa

The main subject of this dissertation titled "Children-Oriented Built Environment Education: A Participatory Model For Bursa" is to construct a model for raising children's awareness on built environment by using the educational potential of architecture. Besides, it is defended that a built environment education model intertwining with practice would be influential on formation of active citizen identity. Such kind of an educational platform would provide the environment that is required by the individual to discharge his/her responsibility on constructing the living environment. The built environment education supplied at an early age for the citizens making up the society is very influential in constructing the urban conscious. The urban dweller/user/citizen profile with adequate conscious level would accompany high-qualified living environments. Nowadays representational systems are transforming and evolving into participatory systems in many different fields. In the design field, importance of participatory approaches in which participants are included in the process is more distinguished day by day. Nevertheless, the projects in which the user is expected to participate without having sufficient knowledge seems to fail and remain as facile attempts. In this respect, the importance of extending built environment education is obvious in order to increase the success of citizen participation projects, especially in urban design subject. This study evaluates the hypothesis that an extensive built environment education would make a positive impact on three main topics: 1. constructing urban conscious 2. internalizing participatory processes 3. making children and young people have an active role in shaping built environment In the context of this dissertation, first of all the conceptual foundation of the subject is introduced. In this respect, the main topics of interest are determined as "educational theory", "participation", "built environment education" and the junction points of these themes are evaluated. Following the theoretical framework, the methodological structure and implementation phases of the "built environment education" model are examined as the case study. The contemporary educational systems leading child education & development field and the methods used in these systems are considered under the title of "Educational Theories". In this context, the sources, objectives, similar and conflicting aspects of these educational systems are stated. This literature review is used in developing the educational model of the case-study realized in the context of the dissertation. The participatory process, the influence of user participation in architectural design and the citizen participation in urban design constitute altogether another topic observed under this dissertation. After figuring the general frame of the concept of "participation", the legal reference and methods of children and young participation is observed. A successful built environment education model ought to be shaped both as a medium for creating awareness on environmental issues and also a direct way of participating in environmental design. Providing a proper environmental education and including children and youth in urban decision making process which is generally assumed as a "grown-up subject" is also important for letting children gain their self-confidence which is important also for their social development. Built environment education aims to raise consciousness on environmental issues and motivate children and youth to take active roles as responsible public figures. Different models of built environment education programs are being arranged all over the world by many institutions such as Chamber of Architects, NGO's, municipalities, universities, museums and art institutions, private initiatives.Following the establishment of definition and content of built environment education, some national and international educational practices are examined chronologically. This research created a documentation of field studies, besides contributing in development of the model in the case-study of the dissertation. Following the literature review, GWB (Game Without Barriers) Project, which constitutes the case-study of the dissertation, is exaimed in detail. The project is implemented in Bursa – Nilüfer District with the participation of various share-holders. The educational program is constructed and executed by the researcher in the context of this dissertation. Whole details about the educational program longed for approximately eight months carried on as weekly meetings are discussed. These details cover the educational schedule, products, reviews of the participants, educational goals and evaluation of the outcomes. The details of playground project designed by the participants as an outcome of the educational program are also involved as a part of the case-study. At the end of the educational phase, the participants of the PWB project gained a tendency to see themselves, the users of a public space, as some of the main actors in the constituting process of the built environment. As mentioned in the chapters above, this project aimed to raise public awareness on citizenship and urban dwelling. Therefore by constituting common life awareness, PWB achieved its goal of raising consciousness about its "right to the city". Making children demand their needs, present solutions for these needs, see themselves as actors in the solution process of urban problems, criticize and offer their contribution to urban life might be regarded as the most important gains of the project. As a conclusion, it might be claimed that "built environment education" is essential for the individual in order to act as an active participant in the social life and take a part in urban design decisions. Eluding from being only a number that is represented and becoming an individual who is responsible from the formation of his/her living conditions is only possible through the development of participant-citizen identity But when the former examples are reviewed, It is obvious that participation is generally degraded just into producing a discourse. The success and sustainability of participatory approach require the effort for producing a concrete output. In order to obtain healthy and qualified living environments both the governing forces and the governed individuals should break this hierarchy and create common sharing and producing platforms. Otherwise "participatory" approach wouldn't be able to go further than mere tokenism. In such kind of a system where the individual incurs responsibility, the knowledge and education should be extended in order to succeed in accurate practices. The basic requirement that lies beneath the built environment education is to construct a "citizen" identity who will take a role in decision-making processes, which effects the whole society. This identity requires a developing process; therefore implies a construction spanning over time, which starts at an early age and continues, rather than being limited to instant actions. It is not possible to dictate "participatory citizen" identity by an enforcing understanding. It is totally voluntary. Consequently, in order to develop active citizen consciousness, each individual should be provided environments that let him/her improve his/her self in this field until childhood. The benefits of built environment education observed in context of this study are not limited only to children. As far as children are the best way to reach a wider populace starting from their family and neighborhood, the knowledge provided in these educational programs will rapidly spread out among the society. Built environment education is important for all members of the urban society not for designing the urban environment according to their taste but for noticing the difference between qualified and unqualified environments and being able to use their civic rights to live in a qualified built environment. Regarding the outcomes of PWB, it might be predicted that if there would be a chance to maintain this project with larger groups, the urban culture could be widely disseminated. In this case, with a more conscious urban community, it would be possible to retrieve a more qualified and sustainable built environment from which all citizens and institutions would benefit.