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Finally, we discuss who learns what from ‘buildings that teach’: students, faculty and the academic institutions themselves. Background Although both the ETC and the AJLC have ample amounts of glass on the south side and use thermal mass for passive heating and cooling, these buildings do not shout ‘sustainability’ to passers-by. 1 The Environmental Technology Center at Sonoma State University, California. 2). The Environmental Technology Center at Sonoma State University (SSU) is a 2,200 square foot (204 square metre) building with one large seminar room that functions as an auditorium, classroom and laboratory.

This dualism is echoed in numerous works. For example, Sandbach (1980) divides the movement into ecological/scientific and humanist branches. Devall and Sessions (1985) distinguish their brand of deep ecology from more mainstream shallow environmentalism. David Pepper’s well-known work on environmentalism identifies a dualistic debate and questions whether ‘green strategies’ should either follow what is termed an ecocentric or ‘radical’ approach or follow a technocentric or ‘reformist’ approach to tackling environmental problems (Pepper 1996: 7).

For example, in an edition of the Architectural Review entitled ‘Greening Architecture’ we can find articles and building reviews, amongst others, on the environmental relevance of vernacular architecture; a hotel constructed of local building materials; a school based on organic forms; an energy-efficient visitor centre buried underground, and a high-tech skyscraper swathed in plants (Architectural Review 1999). Clearly, if we are to progress towards a more sustainable built environment, policymakers, researchers and designers have to begin to make sense of the conceptual challenges raised by an apparent variety of pathways towards sustainable design.

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