01 回望教育空间 the Review of Educational Space

古代的教育，曾充盈着自然的气息，学生们能够尽情发挥天性。明代著名画家仇英《稚子闹学图》展示了古代“神兽”们在村学里玩闹的情景，乘着先生打瞌睡时，四处嬉戏、捣蛋和装鬼脸，把书室弄得翻天覆地。氛围是轻松愉悦的，户外与室内界限被打破，连结着深厚的师生情谊。

▼结构序列，Layout of the structure

Ancient education, once filled with the breath of nature, students can give full play to their nature. The Ming Dynasty famous painter Qiu Ying “village children noisy learning picture” shows the ancient “god beasts” in the village learning play scene, in the gentleman doze off, play around, mischief and face, the library earth-shaking. The atmosphere is relaxed and pleasant, largely due to the boundary break between the outdoor space and the interior and the harmonious relationship between teachers and students. After the war, western countries made a lot of bold attempts on children’s activity space in humanism.

▼入口大门与门卫室，entrance gate with doorman room © hyperSity

战后的西方国家在人本主义上对儿童活动空间做了很多大胆尝试。荷兰建筑师阿尔多·凡·艾克（Aldo van Eyck）在 1947—1978 年间设计了 700 多个游乐场，大部分在城市的街区，游乐场设计是一种理想化的人文主义空间实验。野口勇的游乐场更加激进，从城市蔓延到大自然，创立了著名的游戏地景（playscape）孩子们可以摆脱对游戏器材的依赖，自主地在里面奔跑、跳跃、滑行、攀爬，创造设计师本尊也不知道的新鲜玩法，对野口勇来说，“I think of playgrounds as a primer of shapes and functions; simple, mysterious, and evocative; thus educational.”

在当代中国的一线城市，教育空间大部分是高密度、垂直型的，承载着高强度的被动式学习行为。陈丹青曾说过：现在孩子很辛苦，从幼儿园开始，学校教育就让孩子变得不像一个孩子。在家里，由“家长欲”的控制下一天到晚被逼着学钢琴、古筝、英文。放眼望去，大城市中并不是每个学校、家庭都在进行真实的教育。在这样的空间下，孩子的身心容易受到禁锢。一不留神还可能患上了美国作家理查德·洛夫在《丛林中的最后一个孩子》提到的“自然缺失症（NDD）”，即与大自然的完全割裂-“被电视、电脑、网络游戏、智能手机等吸引，更喜欢室内玩乐，在自然环境中反而会手足无措，感到无聊，丧失了与自然亲近的本能。从而导致了一系列行为和心理上的问题。”

Dutch architect Aldo van Eke (Aldo van Eyck) designed more than 700 playgrounds between 1947 and 1978, most of them in the city blocks. The playground design is an idealized experiment of humanist space.

Noguchi’s playground is even more radical, Spread from the city to the nature, Founded the famous game landscape (playscape) Children can get rid of the dependence on game equipment, Running, jumping, sliding, climbing inside independently, Create a new gameplay that the designer doesn’t know about, For Mr. Noguchi, “I think of playgrounds as a primer of shapes and functions; simple, mysterious, and evocative; thus educational.”

In China’s first-tier cities, education space is often high-density and vertical. In such a space, children’s body and mind are easily imprisoned. Chen Danqing once said: now the child is very hard, from the kindergarten, school education let the child become not like a child. At home, under the control of “parental desire”, I am forced to learn the piano, guzheng and English. A unwary may also suffer from the American writer Richard love in the last child in the jungle mentioned “natural absence (NDD)”, namely completely split with nature- ” by TV, computer, network games, smart phones, prefer indoor play, but in the natural environment, bored, lost instinct close to nature. This leads to a range of behavioral and psychological problems.” Looking ahead, not every school and family in big cities is conducting real education.

▼入口大门，entrance gate© hyperSity

02重塑校园场景——场域的尺度、设计的适度干预和户外空间

Reformation of Campus Scenarios-Scale of the field, designed moderate intervention, and outdoor space

事实上，中国已经有一些教育先驱在努力挑战强调“纪律、效率、秩序以及标准化”工业时代范式。在北京屈指可数的创新学校，如一土、日日新、探月学院等，爱哲（Agilearning）算是一匹黑马，在创新教育的艰辛与挑战中逐步壮大。爱哲的育人目标，是成为敏捷的终生学习者。

“真正的教育是看清世界的真相-意外是常态、意外是包含诸多的可能性和多样性”，去应对复杂的未来。校长马志娟说过的最打动人的一句话大概意思是这样的：我不确定孩子的未来在哪里，但孩子的当下是最重要的。在爱哲安民未来学校设计项目启动前，校长便向全校教职员工征集对新空间的期待，并分为“我觉得需要有”“如果有……会更好”“万一可以实现”这三种优先级。对爱哲来说，校园不仅是一栋栋的教学楼，教室也不仅仅是满足教学的功能需求，还是承载了爱、安全、亲密的温暖空间。爱哲认为，教育空间不仅仅是建筑设计视角，和学生们朝夕相处的教职员工所拥有的教育视角，也应得到充分的体现。

In fact, there are already some educational pioneers in China trying to challenge the industrial age paradigm of emphasizing “discipline, efficiency, order, and standardization”. There are only a few innovative schools in Beijing, such as Etu, Ririxin, Lunar Exploration Institute, etc. Agilearning is a dark horse, gradually growing in the hardships and challenges of innovative education. Our educational goal is to become an agile and lifelong learner.

“Real education is to see the truth of the world-accidents are the norm, accidents are a lot of possibilities and diversity,” to deal with the complex future. The most touching sentence that the principal Ma Zhijuan once said probably means this: I am not sure where the child’s future is, but the child’s present moment is the most important. Before the launch of the Future School Design Project, the principal solicited expectations for the new space from the staff of the school, and divided them into three priorities: “I think it needs”, “If there is… it would be better” and “if it can be realized”. For Agilearning, the campus is not only a teaching building, the classroom is not only to meet the functional needs of teaching, but also a warm space with love, safety and intimacy. Agilearning believes that the educational space is not only the perspective of architectural design, but also the educational perspective that the faculty and staff who get along with students should be fully reflected.

▼入口广场概览，entrance square overview© hyperSity