Building as a Pedagogy, Rural School on Ridge of Loess Plateau

Abstract

New schools in rural China often-time are driven by blind pursuit of modernity and executed by methods that diminish human dignity, erode human well-being, disconnect human with nature, local community and cultural tradition. Those sub-standard learning environments are neither climate nor culturally responsive. Buildings, particularly learning environments, should be a pedagogy that acts as educational tools for imagination, sense of place, ecological awareness, cultural sensitivity... A healthy learning environment should facilitate comfort, productivity and humanity. This thesis takes a pre-established model, an existing multi-story school on ridge of Loess Plateau in Dongxiang, Gansu province of China, as the site of the project, re-evaluating the significance of ecological and vernacular aspects in architecture.