Individuality and Institution
Children learn in a variety of places and in a variety of ways. NEEV School is designed to take into account the multiplicity of interactions children have with their learning spaces and the actors within such spaces–be it teachers, classmates, staff, seniors and juniors.
From secluded viharas to “connected” classrooms
“Again and again one finds oneself addressing paradoxes that can be resolved primarily through spatial means, such as how to enable young people to focus on just one thing, while at the same stimulating their curiosity by drawing attention to the richness of their surroundings.”
– Herman Hertzberger, Schools of Herman hertzberger, Abram de swaan
“There is only one method by which to attain knowledge, that which is called concentration.”
– Swami Vivekananda
Spaces for human relationships
A large part of childhood development is learning to navigate socially. Schools are formative sites for interactions that are both formal and informal, one-on-one or in groups, each as educationally rewarding and necessary as the other. Classrooms that open into large common spaces, help facilitate different kinds of interactions between students, teachers, schoolmates, staff and visitors that are integral to learning. The built environment supplements this open and fluid space by providing furniture and play equipment that can be oriented in multiple ways to suit different needs. These spaces encourage students to actively engage with the fabric of their school, and activates kinaesthetic and spatial learning. In addition to enabling different kinds of learning, the school itself lends itself as a structure that could be played with, consciously used and changed and ultimately, learned from.