Lesson Structure: Biophilic Landscaping

There are 10 lessons in this course:

1  Relationship between Outdoor Environments and Human Well-being

• Introduction
• Health problems and Biophilic Design
• Health benefits of Biophilic Design
• Terminology explained

2  Design Considerations

• Introduction
• Learning from past mistakes
• Good Biophilic Design

3  Patterns and Principles in Urban Design

• Introduction
• Design principles
• Design patterns
• Terapin bright green criteria
• Relationship to health
• Application of patterns

4  Components of the Landscape

• Introduction
• Hard landscape components
• Soft landscape components
• The relationship between health and design components
• Some natural components in more detail

5  Providing Services to People

• Introduction
• Five principles of healthy places
• Water harvesting, retention and reuse

6  Affecting the Individual

• Introduction
• Biophilia in different environments
• Conclusions for biophilic design

7  Affecting Environmental and Climate Conditions

• Introduction
• Water contaminants
• Using plants to extract contamination
• Biological filters for water polution and waste water
• Air quality
• Roof and wall gardens to improve air quality and aesthetics
• Plant selection
• Construction of vertical and roof gardens
• Plants suited to roof and vertical gardens
• Bromeliads
• Succluents
• Hardy groundcovers
• Xerophytes

8  Assessing and Analyzing Existing Landscapes

• Introduction
• Assessing the landscape
• Measuring pollutants
• Creating buffer zones for pollution
• Designing a new home garden using biophilic design principles
• Simple design procedure

9  Integrating Biophilic Design into Existing Landscape

• Introduction
• Retrofitting grren walls and roofs
• Redevelopment of public institutions
• Water chemistry of run-off
• Some solutions to improve water quality of runn-off and recycled water in the biophilic context
• Reducing the use of pest control chemicals in gardens

10 Working in/ Improving Urban Development

• Introduction
• Challenges for design
• Working in urban development

Each lesson culminates in an assignment which is submitted to the school, marked by the school’s tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

Learning Goals: Biophilic Landscaping

1. Discuss the relationship between physiological and psychological health and outdoor environments.
2. Determine the important biophilic factors which should be considered when designing or renovating an outdoor space.
3. Explain different principles and patterns which have been identified as underpinning biophilic landscape design.
4. Describe how a range of elements of an urban landscape can contribute in a positive way to human well-being.
5. Describe how different landscaping techniques and methods can be utilised to benefit human well-being by encouraging use of public spaces.
6. Evaluate the relationship between the health of individuals and different environments, and how biophilic design can be of benefit to wellbeing.
7. Evaluate landscapes and determine actions that can be taken to improve the environmental conditions of people in those places.
8. Understand how to assess and analyse existing landscapes.
9. Redesign a landscape to meet biophilic requirements for a renovation of an existing landscape
10. Create a design to show how an urban (town or city) location may be improved to meet biophilic criteria.

HOW DOES BIOPHILIA IMPROVE OUR LIVES?

The concept of biophilia has been attributed to the 20th century German humanist psychologist and author, Erich Fromm. For him, biophilia was a psychological orientation and ‘state of being’.

He first used the word biophilia in the 1960s. It is formed from bio, meaning life, and philia, meaning a friendly orientation toward. In his book ‘Anatomy of Human Destructiveness’ (1973) he described biophilia as “the passionate love of life and of all that is alive.”

Edward O. Wilson, an American socio-biologist and author, took things further and popularised the idea of the ‘biophilia hypothesis’ in his book entitled “Biophilia” in 1984.

In fact, he extended the meaning of biophilia by suggesting that humans have an innate tendency to want to connect with nature and other forms of life.  We get great pleasure from being surrounded by other living things.

He defined this as “the urge to affiliate with other forms of life.” He considered this urge to connect with nature to be partly genetic.

Biophilic design incorporates our need to be with nature by using natural elements and systems in the design of the built environment. The underlying principle is that the inclusion of nature in both manmade landscapes and buildings has a significant impact on our health and wellbeing.

Biophilic design is more than simply using plants everywhere because it engages natural systems and processes.

Whilst the term biophilia may not have been coined until the 1960s, and didn’t gain much traction until the 1980s, there has been awareness for far longer, that there is a fundamental relationship between human health and the environment in which we live.

Benefits Of  The Establishment Of Parks

For instance, many older civilisations recognised the association between filtered water and the reduction of water-borne diseases. At the height of the industrial revolution, a plethora of parks were built in cities in the UK as places of repose where workers could access greenery and clean air. Some other examples include:

• Recognition of the benefits that a more natural environment could bring to the human condition by pioneers of natural technologies and building methods in the early 20^th century – such as Rodale, Steiner, Alistair Knox and others.
• Elements of biophilia are evident in the concept of ‘permaculture’ introduced by Bill Mollison and David Holmgren in the 1970s i.e. self-sustainable systems of agriculture.
• Green building, or green architecture, focuses on the reduction of toxins in homes and the provision of fresh air. There is an emphasis on energy efficiency. 
• The bau-biologie (building biology) movement which shares many of the ideas of biophilia, emerged in the 1960s in Germany. It is a scientific approach to choosing construction materials and design.
• It focuses on improving the health of inhabitants by using natural materials in buildings, reducing use of toxic materials, and minimising electro-magnetic fields and radiation.
• In the 1960s and 1970s environmental psychologists, in recognition of the emerging effects of population growth, began to focus their attention on noise and air pollution, overcrowding, and stress in urban environments.   
• Awareness of environmental toxins has seen governments ban many chemicals from use in landscape and building construction amidst growing health concerns. The removal of lead piping is one example.

Modern Architecture Has Strayed Away From Nature!

Those who advocate a biophilic approach to construction see that much of our modern architecture has strayed away from nature to the extent that it is often completely separated from it.

Whilst bau-biologie and green architecture have addressed many of the health aspects of buildings, what biophilic design does, is it takes these on board whilst simultaneously attempting to re-connect us with nature.

It recognises the importance of nature in our ancestry and the deep-rooted links it has in how we feel and behave. Although it began by considering the impact of buildings on health, it has been extended to include gardens and surrounding landscapes.

FREQUENTLY ASKED QUESTIONS

Here is a list of the most often asked FAQ’s.

General

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.

Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.

Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.

Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.

Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.

Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.

Enrolment

Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.

Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.

Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.

Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.

Assessment

Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.

Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –

Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.

Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.

Qualifications

Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.

Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.

Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.

Tutors

Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.

Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.

Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.