Landscapes of Knowledge and Innovative Learning Experiences

In these historic times, when there is a crucial shift in the way we consider the cultural and architectural aspects of learning spaces, it is important to investigate the role this spatial resource plays in the urban context. This, so we can understand the need to break with the outdated ideas about school that are deeply rooted in our society. There is common ground between architecture and pedagogy, a possible dialogue between space and knowledge, which can generate new explorations into the ordinary meaning of educational spaces and landscapes of knowledge, as a chance to expand the concept of inhabiting a space and how that impacts the world, and to devise a new urban condition. By first considering cities as a broad, extended learning space, we provide a chance and an incentive to reflect on the role of spatial design. The city is an important educational tool, since it represents a space of discovery, growth, socialization, tension, conflict and adventure. It is also where autonomy, adaptive intelligence and relational skills are developed. A new relationship between school and the city defines the future of learning and civilized co-existence.