How the Deep Adaptation Agenda is relevant for teaching in the spatial disciplines
Keywords:Deep Adaptation Agenda, University teaching, Spatial practices, Climate crisis
The crises we face today call for a careful assessment of our collective and individual understandings and responses. The past decades have shown us that acknowledgement of the emergencies alone is not sufficient to address the problems, especially within the complex context and conditions of the built environment. In the face of ‘inevitable’ change, and of current and future challenges, this urges us to direct a critical glance towards how we understand and frame the problems as spatial practitioners, how we position ourselves towards them, and how our ethical and professional responsibilities and agencies must change. As an open question and a long-term endeavour, this echoes within the context of academia. However, a central position has yet to emerge. In this article, we give an account of our experiences by taking a closer look at the approaches, formats, and method we have employed at the Professorship of Urban Design at TU Munich and elaborate on how these concerns can be embedded in the content, systems, and structures of teaching, and how the Deep Adaptation Agenda plays a facilitating role in this ongoing attempt.