New City School, Frederikshavn / Arkitema Architects . Image Cortesía de Arkitema ArchitectsThe Same People who Designed Prisons Also Designed Schools由專築網李韌，邢子編譯建築師兼學術研究者Frank Locker認為，在建築教育之中，人們重複著20世紀以來的各種機制，例如，不管學生的目的、興趣、能力如何，老師總是教授一成不變的基礎知識，並且這些知識毫無方向可言，Locker還認為，教育總是不斷地複製，學校就如同是一座監獄，沒有完整靈活的多功能教育空間。Locker問道：“當你處在一個封閉的空間或走廊之中，如果沒有得到許可，你甚至不能進入房間，亦或是你需要專門接收離開或進入的指示，對於這個空間你會是什麼感受？”According to architect and academic Frank Locker, in architectural education, we keep repeating the same formula from the 20th-century: teachers transmitting a rigid and basic knowledge that gives students, no matter their motivation, interests, or abilities, little to no direction. In this way, says Locker, we are replicating, literally, prisons, with no room for an integral, flexible, and versatile education."What do you think of when you"re in a space with closed doors and a hallway where you can"t enter without permission or a bell that tells you when you can enter and leave?" asks Locker."March of the 100 thousand umbrellas," protest in the context of the student marches of 2011 in Chile. Image © Rafael Edwards [Flickr CC]當前，全球教育模式正受到各種質疑，並且也處在轉變的契機之中，這已經不是新鮮事了。人們都瞭解，從法國大革命以及舊政權時期教育壟斷的不斷衰敗中就能感受到這一點。教育的改革隨著時間的流逝而緩慢前進，但是這些程序的推進常常源於那些在現已廢除教育體系中成長的人員，他們的成果往往只能為後代所感受。無論這些體系是處於何種性質，建築都更應該偏向於反思，畢竟就建築而言，這是國家和其他私人團體介於空間創造之上的真實意圖。The fact that global educational models are being questioned and put in various forms of transformation (or crisis) is nothing new. We"ve seen it since the French Revolution and the fall of the Ecclesiastical monopoly on education during the Old Regime. Transformations in education happen slowly and with time. Curiously, they"re typically ignited by those who grew up in now-defunct educational systems and their results will be seen by generations not even in existence. No matter the system, be it positive or negative, architecture tends to reflect upon rather than rebel against. Architecture is, after all, the visions of the state and other private entities made real beyond the allowed margins of spatial creativity.Lucie Aubrac School / Laurens&Loustau Architectes. Image © Stéphane Chalmeau因此，在資訊時代，人們需要改變自己的教育模式，這樣才能更好地適應社會特徵。在一些案例中，諸如Mark Wigley指導的哥倫比亞GSAPP，其靈感便是來源於教育，因為這能解決許多未來的建築問題。雖然拉丁美洲建築研究仍然是滿足社會流動的主要方式，但在許多非洲和亞洲國家之中，新興建築師仍然需要解決基礎服務設施的缺乏問題。So, in the era of information (a more accurate description than the era of knowledge), citizens are demanding changes in their educational models to better fit their societies and distinct idiosyncrasies. In our case, Columbia"s GSAPP, directed by Mark Wigley, was inspired by education that would address the future questions of architecture. While studying architecture in Latin America is still a route to social mobility, in many developing parts of Africa and Asia, new architects are forced to deal with the lack of basic needs, like infrastructure and services.監獄般的學習以及對老師的恐懼Kirkmichael Primary School / Holmes Miller. Image © Andrew Lee Locker在哥倫比亞評估波哥大教育部門，同時為建築與施工公司提供諮詢服務，主要針對學習全新模式的能力，這種能力能夠解決現有的社會問題和文化變革。Locker有著豐富的建築教育經驗，他認為，人們正在不斷地使用“監獄模式”，並且不斷地透過20世紀的固化思維來限制學生和老師的興趣和能力。這位美國建築師近期在哥倫比亞報紙《El Tiempo》接受採訪時說，他對教育建築的興趣始於他在傳統學校建築中所接收到的作業，這也是他稱之為“監獄模式”的原因，當被問到為什麼今天的學校設計得像監獄時，他說：“在美國，許多設計監獄的建築師也在設計學校。當你看到一座大廳，周圍大門緊閉，在沒有得到允許你還不能走進房間，亦或是還專門有個鬧鈴提示你，什麼時候該進去，什麼時候該離開，什麼時候上課，什麼時候下課，在這樣的環境中你有什麼感受？”School as a Prison and Fear of the TeacherLocker was in Colombia assessing the Department of Education in Bogotá and advising architects and construction companies about a new model of study with the ability to address society"s current social and cultural changes. With decided conviction and vast experience in architectural education, Locker says that we are limiting ourselves by continuing to use the "prison" model and by falling back on the old 20th-century formula of teachers passing on rigid and uninspiring knowledge to students with no concern for their different interests or abilities.The American architect said in a recent interview with the Colombian newspaper El Tiempo that his interest in educational architecture began when he received assignments that were a far cry from the traditional school building: what he calls the "prison model." When asked why today"s schools were designed like prisons, Locker responds:“In the US, many of the same people who designed prisons also designed schools. What comes to mind when you see a long hall of closed doors, that you can"t be in without permission, and a bell that tells you when to come in, when to leave, when class starts, when it ends? What does that look like to you?”Saunalahti School / VERSTAS Architects. Image © Tuomas Uusheimo孩子們在這種環境中的空間與時間都體現在教室中。Locker在接受哥倫比亞新聞《Semana》的另一次採訪中說道：“在有的文化中，人們會覺得老師具有威嚴，而學校的佈局方式也反應了這種教育理念。”那麼回溯人們自己在學校中的生涯，回想一下桌椅排布的方式、老師的權威性，其實便很容易理解Locker的觀點。The spatial design and the time that children spend in this type of environment is reflected in the classrooms. In another interview with Colombian news outlet, Semana, Locker states that "in some cultures, it is expected that students fear the teacher, and school layouts reflect this educational philosophy." Looking back on our own school days, the layout of the desks, the unrefutable authority and knowledge of the teacher, it is easy to see Locker"s point.Escuela Saunalahti / VERSTAS Architects: segundo nivel. Image Cortesía de VERSTAS Architects但是這已經是21世紀的資訊時代了，老師不再是知識的守護者。隨著一代又一代人們的成長，每個人都可以隨時上網，在這裡老師更加充當了引導者的角色，而非單純的知識傳播者，他們需要幫助學生在學習生涯中不斷向前，而不是一味地指責他們。當然，這種教育模式的轉變也反應在了人們的個體之中：“那些封閉的長方形空間更加適合傳統教育模式，但是對激發創意、培養創新意識的作用並不大，另外，那種空間是以老師為中心，而不是以學生為中心，沒有最大限度地開發學生的各項潛力以適應現代的世界發展。”Locker認為，學校應當具有社群感，在這裡，學生們擁有必要的空間和工具，從而滿足不同規模的團隊生活和學習，另外，學生們也不再沉默寡言，這樣可以避免一些在創造力方面濫竽充數的現象。在這些場所之中，老師們能夠真正地教到他們的學生。這種教室一般為圓形，能夠促進學生們的積極學習，同時加強學生之間的合作，再利用專業的電子裝置和實驗空間，能夠讓學習效率大大提升。Nevertheless, this is the 21st century, the informational age, and teachers are no longer the guardians of the knowledge gateway. With the new generations growing up with near limitless access to the internet, teachers must take on the role of a guide rather than a gatekeeper, helping students along their educational journey rather than dragging them kicking and screaming. Of course, this shift in the educational paradigm has physical repercussions as well:“These rectangular, closed off classrooms suit the old educational paradigm and serve little to stimulate and nurture knowledge. Furthermore, they are teacher-centered rather than student-centered and don"t give students the necessary skills to navigate and flourish in the world of today. ”Locker states that schools should foster a feeling of community, where "students have the necessary space and tools to meet in groups of all sizes and participate in active learning," and where "students are no longer anonymous and avoid problems with coexistance. These places are where the director and the teachers really get to know their students." The classrooms are circular and have everything needed to encourage active learning, from furniture that promotes collaboration among the pupils, to readily available electronic devices, to laboratories for projects. 學校：靈活、教育、公共、城市Escuela Primaria y Centro Comunitario Legson Kayira / Architecture for a Change. Image Cortesía de Architecture for a Change記者兼歷史學家Anatxu Zabalbeascoa以及加泰羅尼亞政治科學家Judit Carrera共同指出，芬蘭及其40年來的反覆測試與不斷失誤是建築對於教育變革影響的重要案例。Zabalbeascoa說：“最好的學習空間一般具有記憶點，這樣的場所能夠建立空間與外部世界的聯絡，並且具有靈活性與可塑性。”Carrera指出，芬蘭會將“學校看做城市、教育、政治場所”，因此，學校應當具有歸屬感，而對於芬蘭建築師而言，設計學習場所是值得驕傲的一件事，因為這也是在培養未來的建築師。然而，芬蘭這種模式的成功並非一種可以簡單複製的解決策略，因為真正的解決模式需要適應世界各地的不同狀況。這就很像建築學所關於背景環境的考量，其中涉及社會、經濟、空間、地理，以及情感背景。舉例而言，如果你不結合1917年俄羅斯獨立之後芬蘭人所面臨的巨大文化壓力，那麼就無法理解芬蘭的成功模式，同時也無法理解50年代以來歐洲周邊國家透過工業化、消費主義、社會城市化程序來重建家園的經濟壓力。School: Flexible, Educational, Public, and UrbanJournalist and historian Anatxu Zabalbeascoa along with Catalonia political scientist Judit Carrera, point to Finland and its 40 years of trial and error as an example of architecture"s impact on educational reform.Zabalbeascoa states that "the best learning spaces are those that have been designed with everyone in mind, that establish a relationship between the space and the outside world, and that is flexible and can be reinvented." Carrera points out that the Finnish "treat schools as simultaneously urban, educational, and political spaces. As such, schools should inspire a feeling of home. For Finnish architects, building a center for learning is a matter of pride and prestige," and even more so when it means educating future architects.Nevertheless, Finland"s success isn"t a one size fits all solution. It"s not a franchise to be replicated nor a prescription to be taken around the world, no matter how tempting it may seem to do so. Much like a lesson in architecture...it"s all about context. Yes, social, economic, spatial, geographic, and perceptual context. For example, you cannot understand the success of the Finnish model without looking at the fierce cultural pressure faced by the Finns after gaining their independence from Russia in 1917, not to mention the years of economic hardship throughout the 50s while its European neighbors rebuilt themselves through industrialization, consumerism, and the progressive urbanization of society.New City School, Frederikshavn / Arkitema Architects: primer nivel. Image Cortesía de Arkitema ArchitectsNew City School, Frederikshavn / Arkitema Architects . Image Cortesía de Arkitema Architects芬蘭教育政策專家Pasi Sahlberg近期接受了一位智利記者的採訪，內容關乎40年前改變芬蘭政策的歷史背景，他說：“在1970年，我們都沒有受到什麼教育，我們是個貧窮的農業國家，因此需要發展教育來促進國家的繁榮與安全。”新聞界把Locker的思想和芬蘭模式稱為“未來的教育”，在實際情況中，當前教育模式的改革也是當代的必要問題，Mark Wigley認為，也許人們針對問題給出的回答是正確的，那麼在考慮教育建築的未來發展形式之前，人們需要捫心自問，“我們到底想要什麼？我們到底要教什麼？”"In 1970, we had little education. We were a poor agricultural nation that needed education to develop our country"s prosperity and security," recalls Pasi Sahlberg, a Finnish specialist in educational policy, in a recent interview with a Chilean journalist about the historical context of reforms that changed Finland some 40 years ago.As much as the press wants to present Locker"s ideas and the Finnish method as "the education of the future," in reality the need to reform the current educational paradigm is a contemporary issue. To paraphrase Mark Wigley, perhaps we are giving the correct answers to poorly asked questions. So, before thinking about how to design future (current) spaces of educational architecture, it"s important to ask ourselves, "what and how do we want to teach exactly?"
New City School, Frederikshavn / Arkitema Architects . Image Cortesía de Arkitema ArchitectsThe Same People who Designed Prisons Also Designed Schools由專築網李韌，邢子編譯建築師兼學術研究者Frank Locker認為，在建築教育之中，人們重複著20世紀以來的各種機制，例如，不管學生的目的、興趣、能力如何，老師總是教授一成不變的基礎知識，並且這些知識毫無方向可言，Locker還認為，教育總是不斷地複製，學校就如同是一座監獄，沒有完整靈活的多功能教育空間。Locker問道：“當你處在一個封閉的空間或走廊之中，如果沒有得到許可，你甚至不能進入房間，亦或是你需要專門接收離開或進入的指示，對於這個空間你會是什麼感受？”According to architect and academic Frank Locker, in architectural education, we keep repeating the same formula from the 20th-century: teachers transmitting a rigid and basic knowledge that gives students, no matter their motivation, interests, or abilities, little to no direction. In this way, says Locker, we are replicating, literally, prisons, with no room for an integral, flexible, and versatile education."What do you think of when you"re in a space with closed doors and a hallway where you can"t enter without permission or a bell that tells you when you can enter and leave?" asks Locker."March of the 100 thousand umbrellas," protest in the context of the student marches of 2011 in Chile. Image © Rafael Edwards [Flickr CC]當前，全球教育模式正受到各種質疑，並且也處在轉變的契機之中，這已經不是新鮮事了。人們都瞭解，從法國大革命以及舊政權時期教育壟斷的不斷衰敗中就能感受到這一點。教育的改革隨著時間的流逝而緩慢前進，但是這些程序的推進常常源於那些在現已廢除教育體系中成長的人員，他們的成果往往只能為後代所感受。無論這些體系是處於何種性質，建築都更應該偏向於反思，畢竟就建築而言，這是國家和其他私人團體介於空間創造之上的真實意圖。The fact that global educational models are being questioned and put in various forms of transformation (or crisis) is nothing new. We"ve seen it since the French Revolution and the fall of the Ecclesiastical monopoly on education during the Old Regime. Transformations in education happen slowly and with time. Curiously, they"re typically ignited by those who grew up in now-defunct educational systems and their results will be seen by generations not even in existence. No matter the system, be it positive or negative, architecture tends to reflect upon rather than rebel against. Architecture is, after all, the visions of the state and other private entities made real beyond the allowed margins of spatial creativity.Lucie Aubrac School / Laurens&Loustau Architectes. Image © Stéphane Chalmeau因此，在資訊時代，人們需要改變自己的教育模式，這樣才能更好地適應社會特徵。在一些案例中，諸如Mark Wigley指導的哥倫比亞GSAPP，其靈感便是來源於教育，因為這能解決許多未來的建築問題。雖然拉丁美洲建築研究仍然是滿足社會流動的主要方式，但在許多非洲和亞洲國家之中，新興建築師仍然需要解決基礎服務設施的缺乏問題。So, in the era of information (a more accurate description than the era of knowledge), citizens are demanding changes in their educational models to better fit their societies and distinct idiosyncrasies. In our case, Columbia"s GSAPP, directed by Mark Wigley, was inspired by education that would address the future questions of architecture. While studying architecture in Latin America is still a route to social mobility, in many developing parts of Africa and Asia, new architects are forced to deal with the lack of basic needs, like infrastructure and services.監獄般的學習以及對老師的恐懼Kirkmichael Primary School / Holmes Miller. Image © Andrew Lee Locker在哥倫比亞評估波哥大教育部門，同時為建築與施工公司提供諮詢服務，主要針對學習全新模式的能力，這種能力能夠解決現有的社會問題和文化變革。Locker有著豐富的建築教育經驗，他認為，人們正在不斷地使用“監獄模式”，並且不斷地透過20世紀的固化思維來限制學生和老師的興趣和能力。這位美國建築師近期在哥倫比亞報紙《El Tiempo》接受採訪時說，他對教育建築的興趣始於他在傳統學校建築中所接收到的作業，這也是他稱之為“監獄模式”的原因，當被問到為什麼今天的學校設計得像監獄時，他說：“在美國，許多設計監獄的建築師也在設計學校。當你看到一座大廳，周圍大門緊閉，在沒有得到允許你還不能走進房間，亦或是還專門有個鬧鈴提示你，什麼時候該進去，什麼時候該離開，什麼時候上課，什麼時候下課，在這樣的環境中你有什麼感受？”School as a Prison and Fear of the TeacherLocker was in Colombia assessing the Department of Education in Bogotá and advising architects and construction companies about a new model of study with the ability to address society"s current social and cultural changes. With decided conviction and vast experience in architectural education, Locker says that we are limiting ourselves by continuing to use the "prison" model and by falling back on the old 20th-century formula of teachers passing on rigid and uninspiring knowledge to students with no concern for their different interests or abilities.The American architect said in a recent interview with the Colombian newspaper El Tiempo that his interest in educational architecture began when he received assignments that were a far cry from the traditional school building: what he calls the "prison model." When asked why today"s schools were designed like prisons, Locker responds:“In the US, many of the same people who designed prisons also designed schools. What comes to mind when you see a long hall of closed doors, that you can"t be in without permission, and a bell that tells you when to come in, when to leave, when class starts, when it ends? What does that look like to you?”Saunalahti School / VERSTAS Architects. Image © Tuomas Uusheimo孩子們在這種環境中的空間與時間都體現在教室中。Locker在接受哥倫比亞新聞《Semana》的另一次採訪中說道：“在有的文化中，人們會覺得老師具有威嚴，而學校的佈局方式也反應了這種教育理念。”那麼回溯人們自己在學校中的生涯，回想一下桌椅排布的方式、老師的權威性，其實便很容易理解Locker的觀點。The spatial design and the time that children spend in this type of environment is reflected in the classrooms. In another interview with Colombian news outlet, Semana, Locker states that "in some cultures, it is expected that students fear the teacher, and school layouts reflect this educational philosophy." Looking back on our own school days, the layout of the desks, the unrefutable authority and knowledge of the teacher, it is easy to see Locker"s point.Escuela Saunalahti / VERSTAS Architects: segundo nivel. Image Cortesía de VERSTAS Architects但是這已經是21世紀的資訊時代了，老師不再是知識的守護者。隨著一代又一代人們的成長，每個人都可以隨時上網，在這裡老師更加充當了引導者的角色，而非單純的知識傳播者，他們需要幫助學生在學習生涯中不斷向前，而不是一味地指責他們。當然，這種教育模式的轉變也反應在了人們的個體之中：“那些封閉的長方形空間更加適合傳統教育模式，但是對激發創意、培養創新意識的作用並不大，另外，那種空間是以老師為中心，而不是以學生為中心，沒有最大限度地開發學生的各項潛力以適應現代的世界發展。”Locker認為，學校應當具有社群感，在這裡，學生們擁有必要的空間和工具，從而滿足不同規模的團隊生活和學習，另外，學生們也不再沉默寡言，這樣可以避免一些在創造力方面濫竽充數的現象。在這些場所之中，老師們能夠真正地教到他們的學生。這種教室一般為圓形，能夠促進學生們的積極學習，同時加強學生之間的合作，再利用專業的電子裝置和實驗空間，能夠讓學習效率大大提升。Nevertheless, this is the 21st century, the informational age, and teachers are no longer the guardians of the knowledge gateway. With the new generations growing up with near limitless access to the internet, teachers must take on the role of a guide rather than a gatekeeper, helping students along their educational journey rather than dragging them kicking and screaming. Of course, this shift in the educational paradigm has physical repercussions as well:“These rectangular, closed off classrooms suit the old educational paradigm and serve little to stimulate and nurture knowledge. Furthermore, they are teacher-centered rather than student-centered and don"t give students the necessary skills to navigate and flourish in the world of today. ”Locker states that schools should foster a feeling of community, where "students have the necessary space and tools to meet in groups of all sizes and participate in active learning," and where "students are no longer anonymous and avoid problems with coexistance. These places are where the director and the teachers really get to know their students." The classrooms are circular and have everything needed to encourage active learning, from furniture that promotes collaboration among the pupils, to readily available electronic devices, to laboratories for projects. 學校：靈活、教育、公共、城市Escuela Primaria y Centro Comunitario Legson Kayira / Architecture for a Change. Image Cortesía de Architecture for a Change記者兼歷史學家Anatxu Zabalbeascoa以及加泰羅尼亞政治科學家Judit Carrera共同指出，芬蘭及其40年來的反覆測試與不斷失誤是建築對於教育變革影響的重要案例。Zabalbeascoa說：“最好的學習空間一般具有記憶點，這樣的場所能夠建立空間與外部世界的聯絡，並且具有靈活性與可塑性。”Carrera指出，芬蘭會將“學校看做城市、教育、政治場所”，因此，學校應當具有歸屬感，而對於芬蘭建築師而言，設計學習場所是值得驕傲的一件事，因為這也是在培養未來的建築師。然而，芬蘭這種模式的成功並非一種可以簡單複製的解決策略，因為真正的解決模式需要適應世界各地的不同狀況。這就很像建築學所關於背景環境的考量，其中涉及社會、經濟、空間、地理，以及情感背景。舉例而言，如果你不結合1917年俄羅斯獨立之後芬蘭人所面臨的巨大文化壓力，那麼就無法理解芬蘭的成功模式，同時也無法理解50年代以來歐洲周邊國家透過工業化、消費主義、社會城市化程序來重建家園的經濟壓力。School: Flexible, Educational, Public, and UrbanJournalist and historian Anatxu Zabalbeascoa along with Catalonia political scientist Judit Carrera, point to Finland and its 40 years of trial and error as an example of architecture"s impact on educational reform.Zabalbeascoa states that "the best learning spaces are those that have been designed with everyone in mind, that establish a relationship between the space and the outside world, and that is flexible and can be reinvented." Carrera points out that the Finnish "treat schools as simultaneously urban, educational, and political spaces. As such, schools should inspire a feeling of home. For Finnish architects, building a center for learning is a matter of pride and prestige," and even more so when it means educating future architects.Nevertheless, Finland"s success isn"t a one size fits all solution. It"s not a franchise to be replicated nor a prescription to be taken around the world, no matter how tempting it may seem to do so. Much like a lesson in architecture...it"s all about context. Yes, social, economic, spatial, geographic, and perceptual context. For example, you cannot understand the success of the Finnish model without looking at the fierce cultural pressure faced by the Finns after gaining their independence from Russia in 1917, not to mention the years of economic hardship throughout the 50s while its European neighbors rebuilt themselves through industrialization, consumerism, and the progressive urbanization of society.New City School, Frederikshavn / Arkitema Architects: primer nivel. Image Cortesía de Arkitema ArchitectsNew City School, Frederikshavn / Arkitema Architects . Image Cortesía de Arkitema Architects芬蘭教育政策專家Pasi Sahlberg近期接受了一位智利記者的採訪，內容關乎40年前改變芬蘭政策的歷史背景，他說：“在1970年，我們都沒有受到什麼教育，我們是個貧窮的農業國家，因此需要發展教育來促進國家的繁榮與安全。”新聞界把Locker的思想和芬蘭模式稱為“未來的教育”，在實際情況中，當前教育模式的改革也是當代的必要問題，Mark Wigley認為，也許人們針對問題給出的回答是正確的，那麼在考慮教育建築的未來發展形式之前，人們需要捫心自問，“我們到底想要什麼？我們到底要教什麼？”"In 1970, we had little education. We were a poor agricultural nation that needed education to develop our country"s prosperity and security," recalls Pasi Sahlberg, a Finnish specialist in educational policy, in a recent interview with a Chilean journalist about the historical context of reforms that changed Finland some 40 years ago.As much as the press wants to present Locker"s ideas and the Finnish method as "the education of the future," in reality the need to reform the current educational paradigm is a contemporary issue. To paraphrase Mark Wigley, perhaps we are giving the correct answers to poorly asked questions. So, before thinking about how to design future (current) spaces of educational architecture, it"s important to ask ourselves, "what and how do we want to teach exactly?"