Changing the Architecture of Teachers' Minds

Abstract

The stories in this paper are a representative sampling of teaching experiences. As a collection of case studies they point toward the vital importance of multi-use architecture in the not as yet realized symbiosis between architects and educators. The article argues that only architects as teachers, and teachers as architects, can begin to educate young minds to hypothesize, envision and invent the future instead of replicate it. It also underlines the fact that the classroom talked about, dreamt of, and designed with students and colleagues does not yet exist.