Reflections on Schools and Schooling:
Bringing Appreciative Inquiry to Ethical Design Practices
An Editorial on Architects for Peace by Ashraf M. Salama
Whether in nurseries, elementary or high school buildings, the educational process involves many activities that include knowledge acquisition and assimilation, testing students’ motivation and academic performance, and faculty and teachers’ productivity. These activities are complex and play a vital role in a child’s development. But, what about the environment that accommodates these activities? While many have said in the past that a good teacher can teach anywhere, a growing body of knowledge strongly suggests a direct relation between the physical environment and the teaching/learning processes and outcomes (1, 2, 3). Taking daylighting as an example, recent research accentuates that it increases the well being of students and teachers and is a major reason for recording high attendance rates. Strikingly, significant correlations between the presence of daylighting and students’ test scores have been found. This would match the visionary statement made by Louis Kahn "Without light there is no architecture."
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Architecture-Urbanism is dedicated to a) those who are interested in creating livable and sustainable environments and buildings that meet socio-cultural and socio-behavioral needs of people, environments that are responsive to historical, traditional and physical constraints, b) to those who are interested in finding panacea for the ills of our globalized world, and c) to those who are interested in regaining what cultures and societies have lost by the acts of architects. ____________________________________________________________________________