Architecture for education reaches out, but do we?
Dezeen magazine reports that a new education centre at Torshavn on the Faroe Islands will be designed by Danish architects Bjarke Ingels Group and Faroe Islands architects Fuglark. Have a look at the images of the building here, and compare them with these photos of the IT University in Copenhagen, designed by Henning Larson (thanks for the link to your Flickr photos, Britta). Note the bold cantilevers, the transparency, and the importance of a large, central, open space.
Imagine that the classroom is surrounded by permeable screens rather than opaque walls with restricted points of entry. These screens are constructed from course descriptions, aims and objectives, schedules, and assessment criteria that serve as the perimeter that defines and contains a course of study. The screens are flexible and moveable. Imagine that this structure sits in the middle of a public space dotted with other permeable structures. Inside each of them, problems are posed and questions are raised. People work together under the guidance of an expert investigator to find solutions to problems and answers to questions. They call upon others beyond the screen as required, and they access information that passes freely into and out of the structure and between structures and other spaces. They venture out to consult with other experts and to gather new information, which they bring back to the group. People outside the structure can overhear some of their discussions and can peer through small openings to watch some of the activities. An archive of their work, which is created as part of the process of investigation, serves as a shared history that anyone can use and build upon.