Spatializing Empathy: A K-8 Learning Village in Georgetown, Seattle

Abstract

The pressure of standardized testing in education has led to biased learning experiences and biased learning spaces. Tests and curriculum heavily favor two of the nine intelligence types and only the neuro-typical senses and physical abilities. This others and devalues students with diverse intelligences and those with special education needs. The forced-focus classrooms make for harsh learning environments for all students but especially for those with special sensory needs. Education space must be inclusive; promoting the agency and empowerment of all young learners. If learning space supported mental and physical growth of all inhabitants, students may have the emotional space to create empathetic bonds to themselves, their peers, and their community. Design for the minority, equalize the majority.