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Ecohumanism and the Ecological Culture: The Educational Legacy of Lewis Mumford and Ian McHarg [Paperback / softback]

  • Format: Paperback / softback, 306 pages, height x width x depth: 229x152x25 mm, 3 tables, 4 figs., 5 line drawings, 17 halftones
  • Pub. Date: 24-May-2019
  • Publisher: Temple University Press,U.S.
  • ISBN-10: 1439918287
  • ISBN-13: 9781439918289
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  • Format: Paperback / softback, 306 pages, height x width x depth: 229x152x25 mm, 3 tables, 4 figs., 5 line drawings, 17 halftones
  • Pub. Date: 24-May-2019
  • Publisher: Temple University Press,U.S.
  • ISBN-10: 1439918287
  • ISBN-13: 9781439918289
Other books in subject:

Lewis Mumford, one of the most respected public intellectuals of the twentieth century, speaking at a conference on the future environments of North America, said, “In order to secure human survival we must transition from a technological culture to an ecological culture.” In Ecohumanism and the Ecological Culture, William Cohen shows how Mumford’s conception of an educational philosophy was enacted by Mumford’s mentee, Ian McHarg, the renowned landscape architect and regional planner at the University of Pennsylvania. McHarg advanced a new way to achieve an ecological culture through an educational curriculum based on fusing ecohumanism to the planning and design disciplines. 

Cohen explores Mumford’s important vision of ecohumanism—a synthesis of natural systems ecology with the myriad dimensions of human systems, or human ecology and how McHarg actually formulated and made that vision happen. He considers the emergence of alternative energy systems and new approaches to planning and community development to achieve these goals.

The ecohumanism graduate curriculum should become the basis to train the next generation of planners and designers to lead us into the ecological culture, thereby securing the educational legacy of both Lewis Mumford and Ian McHarg.

Foreword: Redesigning the Nature of the Academy xiii
Frederick R. Steiner
Acknowledgments xvii
Introduction xxi
The Holistic Nature of Ecohumanism
xxiii
Structure and Organization of the Book
xxiv
Part I. Pathways to the Ecological Culture
1 Emergence of a Second Enlightenment for the Ecological Culture
3(14)
A Second Enlightenment: Prerequisite for the Ecological Culture
7(4)
Closing One Door and Opening Another
11(4)
Constructing Ecohumanism
15(2)
2 Planning and Design Perspectives for the Ecological Culture
17(18)
Interpretations of Nature
17(4)
The Scientific Field of Ecology
21(1)
The Human Field of Ecology
22(3)
Nature and Human Systems
25(3)
The Environmentalists
28(1)
Organic and Empirical Traditions
29(6)
Frederick Law Olmsted (1822-1903)
30(1)
Ebenezer Howard (1850-1928)
30(1)
Patrick Geddes (1854-1932)
31(1)
Lewis Mumford (1895-1990)
32(1)
Benton MacKaye (1879-1975)
33(1)
Artur Glikson (1911-1966)
33(1)
Ian L. McHarg (1920-2001)
34(1)
3 The Shaping of Lewis Mumford's Ecohumanism
35(36)
Technics and the Renewal of Life
36(3)
An Emerging Ecohumanism
39(3)
Charting a Direction
42(10)
Mumford's Ecohumanism in Regional Planning
52(11)
Mumford's Ecohumanism in Education
63(8)
Part II. Planning and Design: The Fusion of Theory and Practice
4 Ian McHarg's Theory and Method of Ecological Planning and Design
71(13)
What Kind of Planning?
71(4)
McHarg's Theory of Ecological Planning
75(6)
McHarg's Planning Method
81(3)
5 Design with Nature: Planning Theory and Critiques
84(21)
The Rejection of Ecological Planning as Normative Planning Theory
85(4)
The First Critical Reviews of Design with Nature
89(4)
The Charge of Elitism
89(1)
Questioning of the Philosophy
90(1)
An Unsystematic and Incomplete Method
90(1)
Ignorance of the Ecology of the City
91(1)
The Need to Incorporate Political and Moral Values
91(1)
Vague Treatment of Population Growth
92(1)
The Economic Allocation of Land Resources
92(1)
Later Critiques
93(12)
Political Circumstances
93(1)
Exaggerated Claims of Originality
94(2)
Dogmatic Adherence to Environmental Determinism
96(1)
Ecological Inventory or Ecological Planning
97(2)
The Absence of a Cultural or Human Perspective
99(6)
Part III. Ecology and Human Ecology in Planning and Design Education: A History of an Interdisciplinary Curriculum, 1936-2000
6 The Academic Environments at Harvard and the University of Pennsylvania, 1936-1968
105(32)
The Academic Environment at Harvard University, 1936-1950
106(6)
McHarg's First Teaching Assignments, 1950-1954
112(1)
McHarg's Early Years at the University of Pennsylvania, 1954-1959
113(9)
Landscape Architecture and Regional Planning, 1960-1968
122(15)
"Man and Environment," 1959-1963
123(4)
Wallace-McHarg Associates, 1963-1964
127(1)
Developing the Regional Planning Curriculum, 1963-1967
128(5)
The Institute for Environmental Studies
133(2)
The Dawning of the Golden Age of Ecological Planning
135(2)
7 The Ecological Planning Curriculum, 1969-1973
137(19)
Design with Nature, 1967-1969
138(3)
Two Pivotal Nonacademic Ventures, 1969-1970
141(2)
The Ecological Planning Curriculum, 1969-1972
143(5)
Ecological Planning, Research, Design, and Applied Opportunities, 1970-1973
148(5)
Center for Ecological Research in Planning and Design: The Medford Study
148(2)
Design of the Environment Program
150(1)
Wallace, McHarg, Roberts and Todd, 1965-1973
151(2)
Changes at the University, 1970-1973
153(3)
8 The Human Ecological Planning Curriculum Is Established, 1973-1979
156(17)
The Period of Transition, 1973-1974
157(6)
The National Institute of Mental Health Grant
157(2)
Pedagogical and Practical Underpinnings of the Regional Planning Curriculum
159(4)
An Interdisciplinary Curriculum in a Multidisciplinary World, 1974-1979
163(3)
Some New Pedagogical Engagements, 1975-1978
166(3)
Ominous Portents: Cracks in the Mirror, 1978-1979
169(4)
9 Increasing Disarray and the Loss in Momentum, 1980-1985
173(18)
Changes outside the University Affecting the Curriculum
174(3)
Modifying the Pedagogical Statement and Joint Degree Programs, 1981-1985
177(2)
The 501 Studio: Common Core of the Curriculum, 1981-1984
179(7)
Losing the Momentum: Dilemma and Change, 1982-1985
186(5)
10 Phasing Down of the Human Ecological Planning Curriculum and New Directions, 1986-2000
191(16)
A New Chair and a New Emphasis, 1986-1993
192(9)
A New Perception: Traditional Strengths and Process, 1994-2000
201(3)
McHarg's Final Courses and Tribute, 1996-2000
204(3)
11 A Retrospective Analysis of the Ecological Planning Curriculum
207(20)
McHarg's Persona
209(5)
The Interdisciplinary Curriculum
214(8)
External Factors beyond the University
222(5)
Part IV. Future Prospects for Education in the Ecological Culture
12 Ecological Planning: Ian McHarg's Legacy in Practice and Education
227(16)
McHarg's Legacy in Practice
227(7)
McHarg's Legacy in Education
234(5)
Future Educational Prospects for Ecological Planning
239(4)
13 A Future for Ecohumanism and the Ecological Culture: From Technology to Education
243(26)
The New Normal Science for Technology in the Ecological Culture
245(5)
Ecohumanism in Planning for the Ecological Culture
250(8)
Ecohumanism in Design for the Ecological Culture
258(4)
Ecohumanism in Education for the Ecological Culture
262(4)
An Ecohumanism Curriculum for the Ecological Culture
266(3)
Foundational Studies
267(1)
Planning and Design Studies
267(1)
Community Development Studies
267(1)
Project-Specific Practicum or Studio
267(2)
Selected Bibliography 269(12)
Index of Names 281(6)
General Subject Index 287
William J. Cohen is an Associate Professor of Practice in Planning and Community Development at Temple University's Tyler School of Art. He is the editor of People, Places, and Environment: A Reader, and author of Swanendael in New Netherland: The Early History of Delaware's Oldest Settlement at Lewes.