Schools for the Future Design Proposals from Architectural Psycholog
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 boo
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Rotraut Walden (Ed.)
Schools for the Future Design Proposals from Architectural Psychology With a foreword by Prof. Henry Sanoff and comments by Prof. Peter Hübner & Friedensreich Hundertwasser
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Editor Rotraut Walden Koblenz, Germany
ISBN 978-3-658-09404-1 ISBN 978-3-658-09405-8 (eBook) DOI 10.1007/978-3-658-09405-8 Library of Congress Control Number: 2015934456 Springer © Springer Fachmedien Wiesbaden 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer is a brand of Springer Fachmedien Wiesbaden Springer Fachmedien Wiesbaden is part of Springer Science+Business Media (www.springer.com)
Foreword
Henry Sanoff School facilities are powerful indicators of community values and aspirations. They not only support the academic needs of students they serve, but can also address the social, educational, recreational, and personal needs of the members of the broader community. It has been argued that successful schools strengthen a community’s sense of identity and coherence. Educational reform, however, has focused primarily on what is taught, and how it is taught. As a result, curricula have been strengthened, instructional strategies improved, and learning materials updated. However, what has received too little attention is the physical environment in which education occurs. School systems find that parents are much more discerning about which school their child will attend, including the physical appearance of the school and the amount of modern technology available. In addition, school systems have discovered that schools with “sick” internal physical environments are shunned by prospective teachers and parents alike (Stevenson, 2006). Widespread misconceptions reinforce the view that the quality of school buildings has no impact on academic performance. Consequently, a gap exists between the educators’ view of improving quality and the process of planning schools. It is also becoming more evident that students function best in dif
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