Application of Neuroscience Principles for Evidence-based Design in Architectural Education

Abstract

the use of the Global Workspace Theory. A good example of the interjection of neuroscience and architecture can be found in spatial navigation research. Scientific authors are capable of identifying floor patterns that are most and least useful to way-finding. Studies have also found that computer game and virtual reality architects may play an integral role in retaining memory and attention in elderly populations (Optale et al., 2010). Architectural students can benefit from a greater understanding of the impact of environmental stressors on biological mechanisms. Chronic stress response is one of the most pressing design problems as it may increase the risk of psychobiological disorders such as immune deficiencies, irritable bowel syndrome, depression, and anxiety (Hammen, 2015). Neuroscience research permits an objective review of the usability and mental health impacts of space. “An informed architect could use this research as a means for evidence-based design (EBD), a concept which seeks to ratify design standards of the built environment by incorporating research from multiple disciplines into the design process.” However, of the 113 post-secondary architecture institutions in North America, only the New School of San Diego offers students a certification program, which applies neuroscience principles to evidence-based practice (“Certificate in Neuroscience for Architecture” 2017). Although EBD is currently taught in many programs geared towards renewable/sustainable/green buildings, a truly multidisciplinary approach to EBD involves neuroscientific, psychological and economic research to guide design, a method commonly used in healthcare facilities today (Ulrich, Zimring, & Zhu, 2008). Students in architecture are entering a field which is now exploring ways to make use of neurobiological data analysis involvINTRODUCTION Architects have long sought to inspire creativity, ingenuity, worship, community and awe using the tools at their disposal. Homo faber, “Man the Maker”, crafts his environment, thereby controlling his fate. As a result of human ingenuity, we now spend over 90% of our time within a built environment crafted to suit our needs (Janda & Janda, 2017). Design is inspired by societal reform and scientific exploration expressed as an art form in itself. If architecture is an expression of creativity as a mean to reflect on the human condition, one might argue that such a reflection can also be found within neuroscientific exploration of the mind. As we come to understand the biological mechanisms of perception, consciousness and their residual impacts on mental and physical health, there is question of how our environment might in turn affect those mechanisms. Perception of space relies upon conscious awareness: the ability to receive and comprehend exterior and interior stimuli through Application of Neuroscience Principles for Evidence-based Design in Architectural Education