Dwelling Schools

Introduction

Historically, school buildings have been considered places of learning where the minds of young people are shaped and formed. However, this vision is undergoing substantial transformation. Today, schools are no longer institutions solely for the purpose of education; they have become real “dwelling spaces,” places where the young and not so young spend most of their day developing, connecting with others, and building the foundations for their future. With the title “Dwelling Schools,” our aim is to draw attention to the educational and pedagogical quality of reality and to take the school as an object of reflection and action. Here, the school is understood not only as a complex system of relationships but also as a physical concrete object that “informs,” or better, shapes itself through the educational and training intentions of its inhabitants.

When designing and building a school, questions arise regarding the different dynamics of the school project: its building and management, the people who attend it, and the actions that take place within it at specific times and in particular ways.

This book explores a fascinating new perspective by viewing educational architecture as a living space through dialogue between pedagogy and architecture: two complementary, but often distinctive disciplines. By joining forces (a pedagogue and an architect), we aim to emphasize how the design of educational spaces and the pedagogical approach can work synergistically to shape environments that can facilitate learning by fostering full individual development.

Rather than proposing a one-size-fits-all solution or a standard model to follow, our aim is to share ideas, inspirations, and innovative approaches that can help guide the design and transformation of schools into authentic, welcoming spaces that meet the needs of the twenty-first century.

Our journey begins by exploring schools past and present, thereby setting the stage for a deeper understanding of today’s challenges and opportunities. Our view is that schools should not merely be just buildings where education is received but vibrant places where individuals can grow and thrive.

The scientific and cultural background of this book is European. The authors are based in South Tyrol and Naples, Italy. In South Tyrol, Beate Weyland has been conducting research and activities on the relationship between pedagogy and architecture since 2012. In recent years, she founded the interdisciplinary laboratory EDENLAB—Educational Environments with Nature, with the aim of working on the transformation and appropriation of educational spaces, particularly in connection with nature. In Naples, Bruna Sigillo has been leading workshops and projects on the architecture of indoor and outdoor educational spaces for several years. The meeting between the two authors was aimed at exploring the possibility of a dialogue on the pedagogical qualities of architecture, also from a perspective that is not exclusively anthropocentric.