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This paper explores the use of charts as visual display tools for negotiating value systems in architectural education, highlighting their role in encouraging collective reflection, design exploration, and critical thinking. Drawing on two didactic experiments—a graduate seminar and an undergraduate design studio—the paper examines how charts function as both cognitive and communicative instruments in architectural pedagogy. The inquiry is framed through Malcolm Wells’ Wilderness-Based Chart, a tool designed to quantify environmental values through a scoring system. This chart exemplifies three defining characteristics of visual display methods: instructional guidance, conceptual translation, and complexity reduction. In the graduate seminar, students critically analyzed Wells’ chart, questioning its prioritization of “wilderness” and proposing more inclusive and actionable values. Their critique resonates with the Regeneration-Based Chart by the Society of Building Science Educators, which reframes the discourse around regeneration rather than wilderness. In the design studio, students used Wells’ chart to navigate conflicting values and collaboratively shape architectural proposals, revealing both its strengths and limitations. The chart proved effective not only for analysis but also for encouraging experimentation with alternative design approaches. Overall, the findings underscore the potential of charts as negotiation devices that mediate between individual perspectives and disciplinary frameworks, demonstrating their pedagogical value in cultivating value-conscious architectural practices.

Volume Editors
Reed Kroloff & Francisco J. Rodríguez-Suárez

ISBN
978-1-944214-52-4