The scenario also makes me wonder: were there NO attempts at organizing the
structure of groups and curriculum in a corresponding fashion? As far as I
understand the original ideas were much more of a package covering both
"the hard and the soft", to import some computer jargon. But as it was
implemented here, building decisions aren't made at all in connection with
curricular decision making etc. Not at all the same institutional levels
etc. Was that the same in the case you described, Peter?
So do you think that maybe an architect should work with a school district,
understand its curriculum, and then develop a design revolved around the
curriculum? Or should it be vice versa, the school should work its curriculum
around the design of the school? Just a little something that struck me as
interesting.
--Stephen VH