Mimarlık Eğitiminde Depremin Yeri ve Depremin Eğitsel Boyutu: Küresel Gündem ve Türkiye Bağlamı Üzerine Bir Değerlendirme

Tektonik-sismik-topoğrafik yapısı nedeniyle dünya ölçeğinde depremlerden en fazla etkilenen ülkeler arasında yer alan Türkiye’de, mimarın afet/deprem olgusu ile ilişkili olarak rolü, “disiplinler arası ilişkiler”, “planlama ile ilgili süreçler”, “depreme dayanıklı yapı tasarım süreci”, “depreme dayanıklı yapı üretim ve denetim süreci”, “deprem sonrası iyileştirme, yeniden yapılanma süreci” gibi çeşitli boyutlar açısından önemlidir. Bu bağlamda, bu araştırmada, mimarın mesleki sorumluluk alanı bu ölçütlerle değerlendirilmiş, “afet yönetim evreleri” ile ilişkili olarak rolü sorgulanmıştır. Mesleğin temellerinin dayandığı mimarlık eğitiminde depremin yeri ve önemi, niceliksel ve niteliksel boyutlarıyla, küresel gündem üzerinden (Amerika Birleşik Devletleri, Japonya ve -daha detaylı çerçevede- Türkiye) ayrı ayrı değerlendirilmiş ve bir karşılaştırma değerlendirmesiyle özetlenmiştir. Veriler online olarak paylaşılan program, müfredat, ders içerikleri üzerinden ve dijital erişimin mümkün olmadığı durumlarda yazışmalar vasıtasıyla kurumlara ulaşılarak elde edilmiştir. Mimarlık eğitimine yönelik olarak, “genel sorumluluk alanına ilişkin”, “planlama kararlarına ilişkin”, “disiplinler arası ilişkilere ilişkin”, “lisans müfredatı, mimari tasarım stüdyo derslerine ilişkin”, “destekleyici öğrenme ortamlarına ilişkin” olmak üzere çeşitli kapsamlarda öneriler geliştirilmiştir. Bu çerçeveye ek olarak, konunun yerel bağlamı “depremin eğitsel boyutu” açısından “Ulusal Strateji” yönüyle sorgulanmıştır. Sonuçlar, mimarlık eğitim pratikleri (lisans/lisansüstü/destekleyici öğrenme ortamları) ve eğitimin temelini oluşturduğu mekanizmanın gereklilikleri (yapı tasarım/üretim/denetim sistemi, ilgili yasal mevzuat) açısından, 1999 Marmara Depremi’nin doğrudan kendisinin, ilk yıllarda, “afetten öğrenme”, “depremin eğitsel boyutu” açısından bazı gelişmeleri tetiklese de, 20 yıllık süreç içerisinde, bu ivmelenmenin kalıcı olamadığını göstermektedir. Bu bağlamda öneriler, bütünleşik bir sistem organizasyonu gibi konular açısından çok yönlü ilişkiler kümesinin sağlanması gerekliliği üzerinedir. Araştırmanın bu çerçevede, afet/deprem olgusu ile ilişkili olarak, niteliksel ve niceliksel saptamalar üzerinden getirdiği öz eleştiriyle beraber “mimarlık eğitimine”, “mimarlık meslek alanına” ve dolayısıyla ülkenin “mimarlık uygulamasına ve politikasına” katkıda bulunacağı düşünülmektedir.

The Place of Earthquake in Architectural Education and the Educational Dimension of the Earthquake: An Evaluation of the Global Agenda and Turkey Context

Due to tectonic - seismic - topographic structure, Turkey which is among the most affected countries in global scale of the earthquakes, the role of architects associated with disaster / earthquake phenomenon is important in terms of “interdisciplinary relations”, “processes related to planning”, “the process of earthquake resistant building design”, “the process of earthquake resistant building construction and inspection”, “post-disaster recovery, reconstruction process”. In this context, in this research, the professional responsibility area of the architect was evaluated with these criteria and the role of the architect in relation to the “disaster management phases” was questioned. The place and the importance of earthquake in the architectural education which is based on the foundations of the profession was evaluated as through comparative global agenda (USA, Japan, Turkey) by quantitative and qualitative dimensions. In addition to this general framework, the local context of the subject was questioned in terms of the “educational dimension of the earthquake”. The data was obtained through program, curriculum and course contents shared online and by reaching the institutions through correspondence in case where digital access is not possible. Turkey context, compared to the international agenda, was questioned by a slightly wider frame. A situation assessment has been made in terms of undergraduate programs, graduate programs and supportive learning environments. These data also provided the basis for the holistic assessment carried out in terms of education. The proposals developed have been classified in a very broad scope under different headings due to the multifaceted relations of the phenomenon of disaster / earthquake with architectural education and architectural professional practice. Thus, suggestions have been developed in various scopes including “Regarding General Responsibility”, “Regarding Planning Decisions”, “Regarding Interdisciplinary Relations”, “Regarding Undergraduate Curriculum, Architectural Design Studio Courses”,“ Regarding Supportive Learning Environments” for architectural education. The results show that, in terms of architectural education practices (undergraduate / graduate / supportive learning environments) and the requirements of the mechanism which the training is based (structure design / production / inspection system and related legislation), the 1999 Marmara Earthquake directly triggered some developments in terms of “learning from disasters”, “the educational dimension of earthquake” in its early years, but this acceleration has not been permanent in the past 20-year period. In this context, the proposals are about the necessity of providing a multidimensional set of relationships in terms of issues such as an integrated system organization. In this context, in relation to disaster / earthquake phenomenon, together with the self-criticism provided on qualitative and quantitative determinations, it is thought that the research will contribute to “the architectural education”, “architectural profession field” and therefore the country’s “architectural practice and policy”. The Marmara Sea (Silivri) earthquake (September 26, 2019) that occurred during the evaluation process of this article was felt in the entire Marmara Region. This earthquake, which took place in the 20th year of the 1999 Marmara Earthquake, is important in terms of social memory and reminding the disaster reality, as it was felt in a large, populated area. On the other hand, the Coronavirus Pandemic, which emerged in the evaluation process of this article and declared as a global epidemic by the World Health Organization, is within the scope of epidemiological disaster risks. Due to its global effects occurring simultaneously all over the world, Pandemic is an important milestone and breaking point in terms of being prepared for all kinds of disasters because of its vital - economic - sociological - psychological dimensions. It is thought that the pandemic is important in terms of re-questioning the period, which can be described as the “Anthropocene Age”, when the human being was at the center and nature was interpreted as an “unlimited resource” to meet human needs. This questioning may have the potential to alter - transform general trends all over the globe. It is possible that these changes will have an intense effect on architectural education and architectural professional practice. It is among the promising predictions that the young generation at the education stage, who faced the earthquake disaster -without painful consequences- through the Silivri Earthquake and experienced the effects of the pandemic -an epidemiological disaster- will have a more sensitive and conscious base for the ethical, global, social responsibilities of the architectural professional practice.

PDF

___

Akıncıtürk, N. (2003). Yapı tasarımında mimarın deprem bilinci”. Uludağ Üniversitesi MMFD, 8(1), s. 189-201. https://www.researchgate.net/publication/307647262
Alexander, D. E. (2013). Emergency and disaster planning, In: López-Carresi A, Fordham M, Wisner B, Kelman I, Gallard J. C. (editors), Disaster Management: International Lessons in Risk Reduction, Response and Recovery (125-141). London: Routledge.
Aykanat, 2019, “Antroposenik Amnezya: Antroposen Çağı’nda Insan Kaynaklı Çevresel Dönüşümler ve Değişen Doğa Imgesinin Kültürel Hafızamızda Bıraktığı Boşluklar” Doğu Batı Düşünce Dergisi: “Flora’ya Ağıt: Doğa” Özel Sayısı, 37-54. https://www.dogubati.com/dogu-bati-dergisi
Balamir, M. (2004). “Deprem Konusunda Güncel Gelişmeler ve Beklentiler”, Planlama (1), s. 15-28. http://www.spo.org.tr/ resimler/ekler/56ac9b0d15a8b7f_ek.pdf
Bayhan F., Balamir M. (2011) “Kent Planlama Sürecinin ve Plan Kararlarının Sismik Riskleri Belirlemedeki Etkin Rolü”, Dosya: Afet ve Mimarlık, Dosya 26:34, TMMOB Mimarlar Odası Ankara Şubesi Yayını. http://www.mimarlarodasiankara.org/ dosya/dosya26.pdf
Bhattacharjee S., and Bose S. (2015) “Comparative Analysis of Architectural Education Standards Across the World”, ARCC, Future of Architectural Research, 579-589. https://www.brikbase.org/sites/default/files/ARCC2015_13_bhattacharjee.pdf
Bündnıs Entwıcklung Hılft, (2018) World Risk Report https://reliefweb.int/sites/reliefweb.int/files/resources/WorldRiskReport-2018.pdf
Cabinet Office Japan, (2015). “Disaster Management in Japan”, White Paper, Cabinet Office, Government of Japan, Tokyo, Japan. http://www.bousai.go.jp/kaigirep/hakusho/pdf/ WP2015_DM_Full_Version.pdf
Cengizkan, M. (2005). Afetler üzerine. Mimarlık Dergisi, UIA 2005, s. 325.
Charter. (2017). UNESCO/UIA for Architectural Education, Revised Edition. https://www.uia-architectes.org/webApi/uploads/ressourcefile/178/charter2017en.pdf
Çokcan, B. (2006). “Depreme Dayanıklı Yapılanmada Mimarın Rolü (I-II), Zeytinburnu Bölgesi için Projeler”, Dünya İnşaat Dergisi, 2006, 07, s: 82-83.
EM-DAT. (2018). “The Emergency Events Database”, Centre for Research on the Epidemiology of Disasters (CRED). https:// www.emdat.be/database
Erel, M. (2016). “Afet Yönetiminde Kurumsal Yetenek, Afet Odaklılık ve Afet Yönetim Performansı Arasındaki İlişkinin Araştırılması ve Bir Uygulama”, Yayınlanmamış Doktora Tezi, Gebze Teknik Üniversitesi.
Ersoy, S., Nurlu, M., Gökçe O., ve Ozmen B. (2017) 2016 yılında dünyada ve Türkiye’de mydana gelen doğa kaynaklı afet kayıplarının istatistiksel değerlendirmesi. Mavi Gezegen, 22, s. 13-27.
Garcia, B. (2000). “Earthquake Architecture, New Construction Techniques for Earthquake Disaster Prevention”, Loft Publications, Barcelona.
Guha-Sapir D. Vos F., Below R., Ponserre S., (2011) “Annual Disaster Statistical Review 2010: The Numbers and Trends”. Brussels: CRED.
Hammurabi, (2018) “The Oldest Code of Laws in the World”, Gece Kitaplığı.
UNESCO APRBE Asia and Pacific Regional Bureau for Education (2018) “Handbook on Diplomas, Degrees and other Certificates in Higher Education in Asia and the Pacific”, 2nd Edition, Bangkok. https://unesdoc.unesco.org/ark:/48223/ pf0000138853
Ünsal Gülmez, N., Ayyıldız Potur, A. ve Sevinç Kayıhan, S. (2016) “Mimarlık Eğitiminde Seçmeli Dersler: Çeşitlilik, Esneklik, Kısıtlar ve Olanaklar Üzerine”, Mimarlık 388; 49-54. http:// www.mimarlikdergisi.com/index.cfm?sayfa=mimarlik&Dergi Sayi=402&RecID=3874
Incedayı, D. (2011). “Tokyo Dünya Mimarlık Kongresinin Ardından”, Mimarist Dergisi, 42:13-17. http://www.mimarist.org/ mimar-ist-sayi-42-kis-2011/
ISMEP, (2014). İstanbul Sismik Riskin Azaltılması ve Acil Durum Hazırlık Projesi Yayını, “Afete Dirençli Şehir Planlama ve Yapılaşma”, AFAD-IPKB işbirliği, Danışman: H. Türkoğlu. http:// www.guvenliyasam.org/wp-content/uploads/2016/02/ ADSPY.pdf
JABEE Japan Accreditation Board for Engineering Education, (2018) “Architecture and Architectural Engineering Programs at Bachelor and Master Level Accredited by JABEE”. https:// jabee.org/doc/AE180406.pdf
JAEIC The Japan Architectural Education and Information Center. (2018). “1st-Class Kenchikushi, 2nd-Class Kenchikushi, Mokuzo Kenchikushi” https://www.jaeic.or.jp/english/jaeic-pamphlet_e201306.pdf
Japan World Bank Program for Mainstreaming Disaster Risk Management (2018) “Building Regulation For Resilience, Converting Disaster Experience into a Safer Built Environment: The Case of Japan”. http://documents.worldbank.org/curated/en/674051527139944867/pdf/126547-23-5-2018-14-3- 6-49-GFDRRConvertingDisasterExperienceintoaSaferBuiltEnv ironmentlow.pdf
JASO (2015) “Earthquake-resistant Building Design for Architects”, Revised edition, Edited by the Japan Institute of Architects and Japan Aseismic Safety Organization. https://www. jaso.jp/pdf/earthquake_resistant.pdf
JIA Country Report (2015) “Some facts about The Japan Institute of Architects”, ARCASIA Forum-18 Council Meeting in Ayutthaya, Thailand. http://www.jia.or.jp/english/country_report_2015.pdf JIA Japan Institute of Architects Country Report (2018) “Kenchikushi Law in Japan”. http://www.jia.or.jp/english/law_japan. htm?trk=profile_certification_title
JIA Japan Institute of Architects (2018) “10 Activities of JIA”. http://www.jia.or.jp/english/about.html
Kadıoğlu, M., (2011) “Afet Yönetimi Beklenilmeyeni Beklemek: En Kötüsünü Yönetmek”, İTÜ Afet Yönetimi Araştırma ve Uygulama Merkezi, Dosya: Afet ve Mimarlık, Dosya 26, TMMOB Mimarlar Odası Ankara Şubesi Yayını.
Komut, E. (2005) “Afetler Üzerine”, Mimarlık Dergisi, 325. http://www.mimarlikdergisi.com/index.cfm?sayfa=mimarlik&D ergiSayi=34&RecID=937
Mc Entire D., (2015), “Disaster Response and Recovery: Strategies and Tactics for Resilience”, Second Edition, Published by John Wiley & Sons, Inc.
Mehta, G. (2009). “Globalizing Architectural Education in Japan”, Japan Spotlight, March / April 2009, Viewpoint, 42-43. https://www.jef.or.jp/journal/pdf/164th_viewpoints.pdf
Minez, B. (2013). “Mimarlık Eğitimi Sürecinde Bireyin Algı Değişiminin Görsel Çevre Değerlendirme Teknikleri ile İncelenmesi”, Yayınlanmamış Doktora Tezi, TÜ.
Murao, O. (2008). “Case Study of Archıtecture And Urban Desıgn on the Dısaster Lıfe Cycle in Japan”, The 14th World Conference on Earthquake Engineering October 12-17, 2008, Beijing, China.
NAAB SPC (2018) Performance Criteria, https://archfac.mit.edu/ sites/default/files/documents/NAAB_SPC.pdf
NCARB ARE (2018) “Architect Registration Examination 5.0 Guidelines”, https://www.ncarb.org/sites/default/files/ARE-5- Guidelines.pdf https://www.ncarb.org/about/related-organizations
Otani, S. (2008). “The Dawn of Structural Earthquake Engineeirng In Japan”, The 14th World Conference on Earthquake Engineering WCEE, October 12-17, 2008, Beijing, China. https:// www.iitk.ac.in/nicee/wcee/article/14_S07-004.PDF
Özden, A.T. (2011). “Geçmişte ve Günümüzde Türkiye’de Yapı Denetimi Afet İlişkisi: Mimarın Afetler Tarihçesi İçin Seyir Defteri”, Dosya: Afet ve Mimarlık, TMMOB Mimarlar Odası Ankara Şubesi Yayını, Dosya 26/ 67-79. http://www.mimarlarodasiankara.org/dosya/dosya26.pdf
Ozmen, C. (2013). “Increasing Social Awareness and Professional Collaboration in Architectural Education Towards a Sustainable and Disaster-Free Future”, International Journal of Science Culture and Sport, 1(4):84-94.
Polat H.İ ve Çınar Çıtak H. (2019) “Kentsel Dönüşüm Yasasında Riskli Yapılar:Toptancı Yaklaşım ya da Yapının Biricikliği”, Mimarlık, 407:69-72.
Slak T. & Kilar V. (2007) “Earthquake Architecture as an Expression of a Stronger Architectural İdentity in Seismic Areas”, Earthquake Resistant Engineering Structures VI, Vol 93:73-82, WIT Transactions on the Built Environment.
Slak T. & Kilar V. (2008) “Assessment of Earthquake Architecture as a Link Between Architecture and Earthquake Engineering”, Architectural Structures, Building Physics, 2[36]: 154-167, Materials And Building Technology, Prostor.
State of California, Seismic Safety Commission (1997) “Architectural Practice and Earthquake Hazards: A Report of the Committee on the Architect’s Role in Earthquake Hazard Mitigation”. Sacramento, California: SSC. https://ssc.ca.gov/ forms_pubs/cssc_1991-10_archrep.pdf
Sahin, K. (2009) “The Responsibility of The State in Case of A Natural Disaster under The Law of ECHR in The Context of Right to Life and Right to Property: Budayeva Judgment”, MÜHF - HAD, C. 19: 3, 53-144.
Tanaka, T. & Aitani K. (2012) “Study on Transition of Accreditati on System for Architectural Education in Japan”, ACSA International Conference, Change, Architecture, Education, Practices - Barcelona, 435-440. https://www.acsa-arch.org/ chapter/study-on-transition-of-accreditation-system-forarchitectural-education-in-japan/
Tarı E. (2019) “Harita/Geomatik Mühendisliği ve Deprem”, Mühendislikte, Mimarlıkta ve Planlamada Ölçü, Dosya: İstanbul Depremi, 13-16. http://olcuistanbul.org/_html/2019_kasim. pdf
Teymur, N. (2000) “Afetten Öğrenmek / Learning from Disasters”, Ankara, ODTÜ, Mimarlık Fakültesi Yayınları.
Theodoropoulos, C. (2006) “Seismic Design Education In Schools Of Architecture”, University of Oregon, American Society for Engineering Education. 2006-1765: 1-15. https://peer.asee. org/seismic-design-education-in-schools-of-architecture.pdf UIA ARES International Work Programme, http://uia-.org/ tokyo/
UIA World Congress (2011) “Design 2050: Beyond Disasters, Through Solidarity, Towards Sustainability”, Tokyo. http:// uia-ares.org/tokyo/
UIA World Congress (2014) “Architecture Otherwhere: Resilience - Ecology - Values”, Durban. http://www.uia2014durban. org/resources/UIA2014Abstracts.pdf
UNISDR (2015) “Disaster Risk and Resilience”, Thematic Think Piece, Definitions: UN Office for Disaster Risk Reduction, UNISDR Terminology and Disaster Risk Reduction (Geneva, 2009). https://www.un.org/en/development/desa/policy/ untaskteam_undf/thinkpieces/3_disaster_risk_resilience. pdf
UNISDR (2017) “United Nations Plan of Action on Disaster Risk Reduction for Resilience, Towards a Risk-informed and Integrated Approach to Sustainable Development”. https://www. preventionweb.net/files/49076_unplanofaction.pdf
UN-SPIDER (2018) “Space Based Information for Disaster Management and Emergency Response”, Knowledge Portal. http:// www.un-spider.org/risks-and-disasters/the-un-and-disastermanagement UN, United Nations (1948) “Birleşmiş Milletler Evrensel İnsan Hakları Bildirgesi”, https://www.un.org/en/universaldeclaration-human-rights/
Ünlü, A. (2012) “Afet Yönetiminde Mimarın Rolü ve Bir Risk Değerlendirme Modeli”, Güney Mimarlık, 7:9-12. Wagemann E. ve Ramage M. (2013) “Relief for the Curriculum, Architecture Education and Disaster Recovery”, Scroope: The Cambridge Architecture Journal, (22), 129- 133. https://www.repository.cam.ac.uk/bitstream/handle/1810/261264/Wagemann_and_Ramage-2013-ScroopeVoR.pdf?sequence=1&isAllowed=y
WRR (2015, 2016, 2017, 2018) World Risk Report, http://weltrisikobericht.de/english/ Yorgancıoğlu, D. (2017) “Mimarlık Eğitimini Mesleki Uygulamaya Yakınsamak: Stajlar”, Mimarlık, 398: 43-48.
YOK (2018) Ulusal Tez Merkezi, https://tez.yok.gov.tr/UlusalTezMerkezi/ https://tez.yok.gov.tr/UlusalTezMerkezi/abdEkle. jsp