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Schools for the Future: Design Proposals from Architectural Psychology Perfect Paperback – 11 Dec 2008


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Review

The book provides a brief overview of the historical development of school buildings in different countries (Germany, United States, Japan), serving as a preview for what we might see in schools of the futureA". Discussions take readers from the most extreme scenarios - schools as we know them virtually disappearing - to more likely possibilities - that virtual schools will expand and serve an entirely new population demographic. Trends in learning modalities have shifted exponentially and 21st century schools must be prepared to both study and embrace such trends. 23 descriptions of global innovative schools are included in the book's appendix, yet it is the numerous case studies and school design language interwoven into the chapters that enrich and color the pages of this manual of education design standards. Amongst these is the Davidson School in North Carolina, winner of a DesignShare Honor Award in 2000. Expect to see many of these up on DesignShare in coming months! Ms. Walden's architectural psychology perspective establishes an eloquent set of performance standards for future schools. She concludes this comprehensive resource tool with a wonderful quote: The 'third teacher' besides the educator and the follow student is the school building.A" This book may just serve as a fourth teacher. Published online in Design Share, June 2009, www.designshare.com

From the Back Cover

Drawing on the perspectives of architectural psychology, set against the historical development of school building in the United States, Japan, and Germany, the authors’ vision is to create places where we would want to relive our own school days. The book takes the position that user design, control of stress factors and control of communication (privacy, retreats) should be allowed to modify the original architectural design to flexibly accommodate future changing requirements. The development and application of criteria for assessing functional, aesthetic, social-physical, ecological, organizational and economical aspects to various parts of the school complex call for a common language for the design process. The appendix presents 24 innovative schools from countries in five continents.

Contents

  • The Historical Development of School Buildings in the USA, Japan and Germany
  • Conditions and Processes – Contributions of Architectural Psychology
  • Schools Designed with User Participation
  • What makes a school a “School of the Future”?

 Target Groups

  • Lecturers and Students of Sociology, Environmental & Architectural Psychology, Architecture, City Planning
  • Educators, Architects, and Policy makers involved in Planning and Running Schools

 Editor

Rotraut Walden’s (PD. Dr. phil.) major fields of research are architectural psychology and work and organizational psychology. She holds a tenure position at the Institute for Psychology of the University in Koblenz, Germany, and has been a member of the Environmental Design Research Association (EDRA) since 1989.

--This text refers to the Paperback edition.

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