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Schools for the future.
Design proposals from architectural psychology.
Cambridge, MA
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.
Inhaltsverzeichnis :
Foreword by Henry Sanoff
Table of Contents

1 Introduction
Rotraut Waiden

1.1 Overview
1.2 Questions
1.3 Significance ofthe Topic
1.4 Schools Claiming to Be "Schoo1s of the Future"
1.5 The Architect's Leadership Role

2.1 History of the Schoolhouse in the USA
Jeffery A. Lackney

2.1.1 Introduction
2.1.2 Educational Architecture in the Co1onia1 Period
2.1.3 Educational Architecture of the Industrial Revolution
2.1.4 Educational Architecture in the Information Age

2.2 Historical Background ofthe Japanese School
Kaname Yanagisawa

2.2.1 A Brief History of Japanese School Planning

2.3 The Historical Development ofSchool Buildings in Germany
Simone Borreibach

2.3.1 Emerging Organized Schooling in Germany
2.3.2 Schoo1 Buildings in Cities and Villages
2.3.3 Reform Pedagogy(l890-1932)
2.3.4 The "Reform Wave" (1918-1933)
2.3.5 The National Socia1ist Takeover
2.3.6 The Postwar Period
2.3.7 School Construction Today
2.3.8 Perspectives far the Future
2.3.9 Summary

3 The School of the Future: Conditions and Processes Contributions of Architectural Psychology
Ratraut Waiden

3.1 Requirements and Wish List
3.2 Color Scheme
3.3 Form Design
3.4 Lighting in Schools
3.5 Heating, Cooling, and Ventilation
3.6 Acoustics and Noise
3.7 Fumiture and Equipment
3.8 Density and Crowding
3.9 Participation and User Design
3.10 Ecological Aspects
3.11 Organizational Aspects
3.12 After-Hours Use ofSchools
3.13 Conclusion

4 Schools Designed with Community Participation
Henry Sanaff

4.1 Benefits of Community Participation
4.2 Davidson Elementary School as the Center of a Community
4.3 A Community School Designed for Accessibility
4.4 Summary

5 Trends in the Design and Planning ofSchools from theViewpoint of Information Technology and Communication
Kaname Yanagisawa

5.1 The Current State ofLearning and Information Technology in Schools
5.2 Cases ofInnovative Schools Worldwide

6 A Design Language for Schools and Learning Communities
Jelfery A. Lackney

6.1 Design Communication
6.2 Pattern Language
6.3 Developing Patterns
6.4 A Language of School Design
6.5 Bringing It All Together
6.6 Summary

7 Criteria for the Judgment of the Quality of School Buildings
Ratraut Waiden

7.1 Procedure
7.2 Development ofa System for Judging the Quality ofSchools ofthe Future

8 Conclusion: What Makes a School a "School ofthe Future"?
Ratraut Waiden

8.1. General Recommendations for School Building and Environment
8.2 Summary
8.3 The Outlook for Schools ofthe Future



Descriptions and Photographs of 23 School Examples from 11 Countries on 5 Continents
Schools as Living, Empowering Places by Peter Hübner
From a Creative Knowledge to Creative Ignorance by Friedensreich Hundertwasser
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