Building Inspiration, where architecture accelerates the learning process

Nudge and the Context

This article isn't focused on famous architects or their big dreams. It's not even an architect's take on architecture. It's more about us - how we interact with buildings and their impact on us. I purposely didn't mention any architects by name. It's not that I don't respect their work; I just wanted to highlight how we, the everyday people who use these buildings, really feel about them and determine their value. I talked about the types of buildings that stick in our minds, linking our views on education with the shared identity that forms between people and the spaces they inhabit. A little while ago, a close friend named me in a LinkedIn post. That's what kicked off this whole thing. The post discussed how designed spaces like museums, galleries, and gardens can inspire students and teachers to reach for more. I'm grateful to Mr. Atul Khosla for making that post, even though he didn't know it would inspire me. And thanks to Dr Arun Kumar Poonia for tagging me and giving me the nudge I needed to start writing. I've kept the tone of this writing casual, like we're having a conversation, to make it easier to read.

After teaching architecture and design for over a decade, I've discovered something interesting about how spaces affect our learning. Making a good #space is about more than just setting up walls and calling it a day. It's much more about understanding this neat connection between space, time, and people. And no, I'm not throwing math at you here.

I'm talking about where learning happens (that's space), when it goes down (time), who it's for (people), and how all these elements come together.

Now, when it comes to spaces for higher education, they need to gel with the whole idea of teaching and learning. You might think teaching and learning happen in classrooms, studios, or labs and then stop there. But that's not the case. The learning vibe stretches way beyond these spots. Sure, classrooms and labs are the official spots for learning, but there's a whole world of informal spaces where ideas and knowledge fly around just as much, if not more. And often, these spots bring out more dynamic, engaging conversations that lead to a deeper understanding and teamwork.

Take places like canteens, cafes, parks, corridors, stairways, or even online chat rooms. These places are gold mines for casual yet meaningful knowledge exchanges. The amount and quality of idea-sharing here can often outdo the typical lectures or presentations in a classroom setting.

So, does this mean we no longer need classrooms, studios, or labs?

Nope, we need them all. Each type of space has its role in helping us learn. Classrooms give us structure; studios are about getting creative and hands-on, and labs? They're where we get to experiment and discover new things. But then, there's something special about those less formal spaces, too. They make it easier for ideas to flow and for students to work together.

When learning happens without us even trying, it shapes the spaces around us. If there's room for this to occur in the design (the architecture of the built space), it'll fit right in. If not, learning will find a way to make space, tweaking what's already there or squeezing into some unused corner. We've all seen these spots, especially around old government buildings, which are usually put together pretty standardly. If you look closely, you can spot signs of budget cuts, a gap from what everyday folks need, and a lot of top-down decisions. It's not all bad – there are some pretty great buildings, too.

You can tell a lot about how good a place is for learning just by listening to the conversations happening there. Places like the IITs or JNU, or any university buzzing with energy, really prove that point.

So, we've got to ask: Why are some great institutions promoting a culture of learning and critical thinking while others focusing on numbers suffer from mediocrity and stagnation?

Well, it boils down to how we learn. Our brains are always in the process of learning, but they must be actively involved and make real connections to get there. The more we dive in, the stronger these connections get. But here's the thing: #learning doesn't stick to a schedule, line up neatly, or follow a strict set of rules. It happens when it happens, as long as we're ready and open to soak up new stuff. Teaching and learning aren't straight lines; they're more like a meandering river.

The schools that get it right are the ones that make space for learning to flow instead of trying to box it in.

The fact that learning doesn't follow a straight line makes designing spaces for schools and colleges both super interesting and a bit of a puzzle. We need spaces that can change as needed and that can handle the ups and downs.

Learning is this ongoing loop of picking up new things (Learning), letting go of old notions (Unlearning), and refining the remaining with better logical understanding (Relearning). It's like we're constantly rediscovering stuff.

So, first things first, we've got to remember that learning happens when it happens. We can't force it, but we can create spaces encouraging it. Think about having different spots for learning new stuff, spaces where it's okay to question what we know, and places that help us put all the pieces back together in a new way.

'Unlearning' spaces are like chill spots where everyone can talk, debate, and let go of stuff that's either old news or just plain wrong. Think of the places where you hang out with classmates, arguing over ideas or discussing new ones, where it's totally cool to disagree and think critically without worrying about being judged. In these spots, conversations can be between just two people, a whole group, or even one person taking the lead and sharing knowledge with the rest. What really shows if a school's doing it right academically is how lively these discussions are. And by 'lively,' I don't just mean a bunch of stuff going on; it's more about the depth and quality of those chats. The more engaging these places are, the better the learning keeps rolling.

'Relearning' spaces are where you go back over what you've learned to cement it in your brain. Places like libraries and labs are perfect for this. You're there to dig into books, run experiments, or both, testing ideas to see if they hold up. These spots tend to be the quiet zones on campus but are super important for getting stuff done. Mostly, you're on your own or working with just one other person. How much these places are used can tell you a lot about what's happening in the more social spots, like the cafeteria, and less about what's happening in classrooms. Put another way, the real magic of learning is happening less in formal settings like lectures. Think about it: if classroom learning were the whole story, just watching lecture videos from Harvard or MIT online would be the same as being there. But it's not, right? That's a hint that these 'unlearning' and 'relearning' spaces are essential. They're where the real deep learning happens, through quality conversations, and just having enough of these spaces around makes a big difference in how good the education at a place is.

Making more of these spaces is pretty straightforward. But capturing the unique vibe of successful places? That's the tricky part. It's like they've got a secret sauce that makes everything work so well.

But, you know, I can share some things they do right.

First off, they've got this excellent studio culture going on. It's all about being hands-on and creative in a way that sucks everyone in. Then, they're really into connecting with the outside world. I like to call it the 'Unbuilt space'—areas we intentionally leave open and undeveloped for everyone to use. And don’t forget the places set up just right for showing off what you know. It’s these things that seem to make much difference.

So, what's a studio, and how does it boost a creative culture?

Think of a #studio as this big, lively room where learning, unlearning, and relearning all happen together but in a natural, flowing way. It's like being on a spiral staircase; each step-up builds on the last one. In design schools, studios are spacious classrooms with individual work spots and a big area in the middle for talks and group discussions.

At Harvard's Graduate School of #Design, the studio vibe, especially in Gund Hall, is pretty intense and all about teamwork. Students pour hours into their projects, constantly refining their work through design, feedback, and revisions. It's like a big melting pot where everyone's ideas and backgrounds mix, making each other's work even better. #Feedback sessions, or "crits," are a big deal here. It's not just about getting a grade; it's about having these deep, constructive conversations that help everyone sharpen their designs and thoughts. Thanks to Gund Hall's open design, these discussions aren't just limited to one group. They spread out, so everyone gets to chime in and learn from each other. Gund Hall itself is designed to mirror this open, collaborative spirit. Its inside is layered, with studio spaces overlapping in a way that everyone can see and bounce ideas off each other easily. This setup, with lots of light and no walls blocking views, really gets the creative juices flowing and makes working together across different fields a breeze. The whole place is set up to change as needed, making it a real-life lab for design and architecture students.

Now, talking about CEPT University, where I studied, the studio culture there is intense, too. It's all about diving deep into work, having open chats, and bouncing ideas around in a space that's all about pushing boundaries and exploring new things. It's far from the usual classroom vibe; it's about getting stuck in, making things with your own two hands, and really seeing what your ideas can become. Studios are buzzing with energy, with everyone learning from each other and contributing something unique.

In a nutshell, studios are where the magic happens in design education. It's about doing and making, not just listening and noting down. And it's this hands-on, collaborative approach that really makes the learning stick.

So, how could this excellent studio approach work outside of design areas?

Picture a history class where students are more than just stuck in books about the past. Instead, they're making old artefacts with their hands, stepping into the shoes of historical figures for debates, or even setting up mini exhibits to make history pop off the page. Or think about a science lab that's not all about following a recipe for experiments. Students could come up with their own questions and dive into experiments to find answers.

At #CEPT, where I studied, you need to find out where one subject ends and another begins. Architecture, design, and planning students – we're all mixing it up in studios that feel way more like real-life workspaces than classrooms. The whole vibe is about connecting what we learn to the big, complicated world out there, getting us ready for the jobs we'll be doing one day. And it's not just about what happens in school. We get out into the city, work on projects that matter to the community, and tackle actual city issues. It's learning by doing, and it makes us want to jump in and make a difference.?

1. For STEM (science, tech, engineering, and math), labs and projects are key. But imagine if we mixed in some design thinking. Students could get creative, work together on problems, and come up with some really out-there solutions.
2. In Humanities and Social Sciences, it's like turning classes into workshops or debate clubs. Everyone's throwing ideas around, poking at texts, and learning how to say what they think in a way that makes people listen. It's all about getting smarter together.
3. Business education is getting involved in the action, too. They're using case studies and simulations like we use projects in design. Learning turns into a lively activity where students try out their book knowledge on real-life business puzzles.

The whole idea is about breaking down the walls – literally and figuratively – so learning feels more like discovering and creating, no matter what the subject is.

The next big thing to consider is how the buildings we learn about connect with the unbuilt spaces around them.

Sure, a lot of schools are packing in the latest tech, and that's cool and all. But when everything's focused on gadgets and screens, we might be missing out on connecting with each other.

The walls of a building don't decide how we feel about a space. It's about more than where the building starts and ends.

Think about it this way: the vibe of a place begins way before you even step inside. It starts from the moment it catches your eye. Every look you take at a building can make you feel different. Take prominent landmarks like the Florence Cathedral, the Eiffel Tower, or Manhattan’s skyline. These aren't just chunks of concrete and steel; they stand for the whole vibe of the city. So, it's not just about making schools full of the latest tech. It's about thinking about how these places fit into the bigger picture and how they make us feel, even from the outside.

You know, when we see a tall tower, it makes us feel tiny, right? Or a massive building can make it seem like it's watching over us, and skyscrapers might remind us of corporate ladders. But what all these places have in common isn't just the buildings themselves; it's the open spaces around them that make us stop and stare. It's not that these buildings are the best ever; it's more about where they are – in spots where they really stand out. A lot of universities in the West get this mix just right.

Let’s talk about an Indian case of IIM Ahmedabad. What pops into your head? Bricks, arches, concrete beams, and that big staircase, right? That's what people remember. And here's the thing – I'm not even talking about what the architect thought when designing it. Because how regular folks see and feel about a space – that's what really gives a building its identity. It's not about the architect's big idea or any fancy terms. It's how we, the people using it, see it. And then, somehow, the building starts to shape how we see ourselves, like how Parisians connect with the Eiffel Tower or folks from Jaipur with Hawa Mahal.

The person who designed IIM Ahmedabad really got this. He knew how it would be seen even before it was built. India's got plenty of great IIMs, but none quite leave a mark like Ahmedabad does. Not to knock the talent behind other IIMs or their buildings – they're great, too. But there's something special about IIM Ahmedabad. And it's okay if you see it differently.

But that's not really the main thing I'm trying to say. What I mean is that buildings are kind of like people; they have their own personalities. This comes from what they're made of, their colours, shapes, how big they are, and their layout. But what really makes a building stand out to us, in our minds, is how we see it. It's all about the view, where we're standing when we look at it. And it's not just the building itself; it's also about the space around it. Think about the parks, paths where people walk, the alleys, or big open squares near the building. These spaces are super important. They help a building become more than just a structure; they make it a memorable part of our mental landscape.

The busier a place is, the more people hang out there, see it, and like it. Public spaces really shine when people dive in and use them. Architecture hits the mark when folks feel connected to a place and almost take it as their own. That's what really makes a building stick in our minds. Remember when we talked about 'unlearning' and 'relearning' spots? These are the liveliest parts of a school or college, buzzing with activity all day, maybe even all night. Setting up these lively spots near open areas where you can still see the building in the background does something extraordinary. It gets people to notice the building more, appreciate it more, and then, without even realising it, the building and all the learning that happened there gets etched in their memory.

In these open, chill spots, ideas are exchanged through the roof compared to the usual classroom. It's like what Jane Jacobs discussed in "The Death and Life of Great American Cities". She highlighted how vibrant city streets and spaces pull people in and foster #community and #interaction. Just like those city spaces she described, the impact is enormous when educational buildings and the areas around them are designed to draw people in. It turns spaces into places where memories and learning are built, beyond what a traditional classroom setup could achieve.

So, before wrapping this up, let's talk about turning lively places into ones that inspire.

How we see the world around us is just a reflection of what's happening inside us. We only notice things that we get, things we're drawn to, or things we want to become. That's why two people can look at the same thing and see it differently. Our eyes skip over stuff that doesn't click with our thoughts.

In higher education, students are there to become something—they've got aspirations. If they can't find what they're looking for in real life, they often turn to the digital world, thanks to all the latest tech. But honestly, nothing beats real-life interactions. That's been part of human nature for over 50,000 years. Our brains are always on the lookout for experiences that match up with our dreams and ideas.

So, what can space planning do to help out?

It's all about creating spots where students can show off their ideas, work, and achievements. One fantastic thing design schools do is open juries, where students put their work (design) there for everyone to see and comment on. This helps students get comfortable with feedback, and over a year or two, they start to see criticism as a good thing. But the best part is when a student’s work gets displayed; they feel like they're a part of that space because it holds something they made. Over time, as everyone adds a bit of themselves to the space, it reflects everyone who's been there.

Putting the best student work on display sets a standard for new students, pushing them to aim higher. It's a constant reminder of what they're there for. And it's not just about artwork; debates, performances, and other events can make spaces memorable, especially if that's where you had your first big win.

But here's the thing: these don't have to be fancy exhibition spaces. The formal ones aren't that useful. The everyday spots – staircases, plazas, cafes, hallways – should be versatile enough to host all sorts of activities. Why should stairways only be for getting from one floor to another? Make them wider, and they can double as display areas. Think about it: not many people visit museums, but everyone sees art in public spaces. We don't need unique exhibition spaces; we need places that can change to fit what people need when they need it.

We're after flexibility, not rigidity.

The magic happens when spaces around us are more than just places; they're part of our learning, creating, and growing journey. By designing spaces that adapt, inspire, and reflect our collective identity, we're not just making places to pass through. We're creating environments where every corner, every stairway, and every open plaza plays a part in our story. It's about making spaces that aren't just physically #resilient and deeply connected to us and our journey. That's the kind of environment that turns learning into an adventure and buildings into landmarks of our personal and collective growth.

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