?、僮g注：每次按順序完成一系列工作流程就叫做一次迭代。

 

　　作者簡(jiǎn)介：

 

　　卡爾·斯坦尼茨/ 哈佛大學(xué)設計研究生院風(fēng)景園林與規劃榮譽(yù)退休教授

 

　　譯者簡(jiǎn)介：

 

　　鄺志峰/1990年生/廣東人/華南理工大學(xué)建筑學(xué)院本科生（廣州 510641）

 

　　林廣思/1977年生/廣東人/華南理工大學(xué)建筑學(xué)院教師（廣州 510641）

 

　　1 OVERVIEW

 

　　I have led and taught collaborative, multidisciplinary, semester-long studios on large and complex landscape planning and design problems for more than 40 years at Harvard, and sometimes also with other universities. I also have organized and taught many one-to-four day workshops. I have written about my teaching strategies and the framework within which I organize most of my work in other books and papers. In this paper I want to focus on a related theme in the framework, the most difficult stage of "getting started" on the changes which will be proposed as the main "product". I consider this stage to be the most important of any project because if the beginning is unsatisfactory, then the ending must also be.

 

　　The reasons for my teaching in a manner which requires students to work in teams, and frequently in large multidisciplinary teams, are many but normally center upon the scope and complexity of the problem around which the workshop or studio is focused and the need for many individual tasks to be coordinated.  Sometimes teams have been as small as three persons, and sometimes they have involved a studio class of 12 to 18 persons acting as "a team of the whole".

 

　　The framework within which I work and teach was developed by me, with advice from several colleagues (1990, 2003, 2012), and is shown in Fig.01. The framework consists of six questions which are asked several times during the course of a study. In designing a study of an area, the answers-the models and their applications-are particular to the case study. Some modeling approaches can be general, but model parameters and data are local to the place and time of the study as are the issues and options whose consequences are being studied.

 

　　This is NOT a linear process, but one which has several iteration `loops". It does, however, follow an organized sequence of questions. For several steps in this sequence there are different exercises and applied methods which cause the group of students to move forward together. I think that having a clear structure-a framework around which tasks can be identified and linked-is essential in a large and collaborative effort.

 

　　The six questions are:

 

　　1. How should the state of the landscape be described in content, space and time? This question is answered by representation models, the data upon which the study relies.

 

　　2. How does the landscape operate? What are the functional and structural relationships among its elements? This question is answered by process models which provide information for the several analyses which are the content of the study.

 

　　3. Is the current landscape working well? This question is answered by evaluation models, which are dependent upon cultural knowledge of the decision making stakeholders.

 

　　4. How might the landscape be altered-by what policies and actions, where and when? This question is answered by the change models which will be tested in this research. They are also data, as assumed for the future.

 

　　5. What difference might the changes cause? This question is answered by impact models, which are information produced by the process models under changed conditions.

 

　　6. How should the landscape be changed? This question is answered by decision models, which, like the evaluation models, are dependent upon the cultural knowledge of the decision making responsibility is theirs.

 

　　Over the course of the study, each of the six questions and its subsidiary questions are asked three times: first to define the context and scope of the work (the WHY? questions); second to identify the methods of study (the HOW? questions, and third, to implement the study method (the WHAT, WHERE and WHEN? questions).

 

　　The objective of the first iteration is to understand the context and scope of the study. The study process begins with a broad survey of the setting and major issues of concern. The six questions framework is used from top to bottom. Existing descriptions and representations of the region are examined and a general knowledge of how the landscape works is developed. Areas of concern, existing plans and policy interventions and their potential impacts, and decision making processes and criteria are investigated.

 

　　The aim of the second iteration is to define the methods of the study. In this stage, the framework is used from bottom to top. Designing the methodology for a study of alternative futures involves decisions that are especially complex, and which are most often based on experience and judgment. Basic to developing the methodology is an understanding of how public and private decisions to change the landscape are made. The issues and the criteria defining acceptable impacts that decision makers and their constituents apply are investigated. Ways of identifying planning and policy choices that may influence future change are identified. Existing landscape conditions must be understood and considered. Structural and functional landscape processes are studied and models are specified. Once the processes are understood, and data needs identified, requirements for data and appropriate means of representations can be identified.