Part 1
About the Watershed

Part 2
Heinavaara, "Have-Nots,"

Part 3
Active Learning, Leadership

Part 4
Flexibility, Innovations 
& Risk

Part 5
Bios, Contacts References

The National Clearinghouse

AIA Committee on Architecture for Education

School Construction News

C/S Group
The global innovator in architectural specialty products.


Amsterdam Watershed
Part 5 - Profiles, Contacts and References

Profile: Bruce Jilk, AIA
Bruce refers to himself as “an autonomous agent”[20] and “a participant with the cybiont.”[21]  He is also an architect and educational planner at KKE Architects, Minneapolis, Minnesota. He has served as a speaker, architect and planner in 33 countries. The School of Environmental Studies in Apple Valley, Minnesota, planned by Bruce, received the 1999 New American High School Award by the US Department of Education. He has a bachelor of architecture from the University of Minnesota. He has served as an educator at the University of Minnesota, the University of Wisconsin, Milwaukee and River Falls, Colorado State University and the University of Syracuse.

Bruce A. Jilk, AIA
KKE Architects
300 First Ave., Minneapolis, MN 55401 | (612) 596-4864 |

Profile: William DeJong
William S. DeJong, Ph.D., REFP is one of the most recognized educational facility planners in the United States.  He currently serves as Chief Executive Officer of DeJong and Associates, Inc.  DeJong and Associates consists of approximately 30 planners that develop facility master plans, strategic plans and educational specifications for new and renovated schools throughout the United States.  "The mission of DeJong and Associates, Inc. is to create quality learning environments through comprehensive and responsible planning strategies that provide school organizations with direction, flexibility, and community ownership."
      Dr. DeJong was the President of the Council of Educational Facility Planners, International in 1993. He was recognized as the International Planner of the Year by CEFPI in 1991.  He was the former Executive Director of the National Community Education Associations, served as the Assistant Executive Director of CEFPI and as the Director of the National Center for Community Education Facility Planning.

William DeJong
DeJong & Associates, Inc.
4140 Tuller Road, Dublin, OH 43017
(614) 798-8828 

Q 1: Randall Fielding, Editor, Design Share, Minneapolis, MN,

Q 2: Jeffery Lackney, University of Wisconsin-Madison,

Q 3: William Brenner, Director, National Clearinghouse for Educational Facilities, Washington, DC,

Q 5: Lia Burgers, B+B E-novations, The Netherlands,

Q 6: Charles H. Boney, Jr., AIA, Boney Architects/Wilmington,

Q 7: Prakash Nair, President, Urban Educational Facilities for the 21st Century,

Q 8: Arnie Glassberg, San Lorenzo Unified School District, California,

Q 9: F. Andy Simpson, AIA, Pfluger Associates Architects, P.L.L.C., San Antonio, Texas,

Q 10: Jack Lyons, US Department of Education,

Q 11: James E. LaPosta, Jeter, Cook & Jepson Architects, Hartford, CT,

Q 12: Jose M. Freire da Silva, Ministry of Education, Lisbon, Portugal,

Q 13: Sarah Woodhead, SHW Group, 


[1] Founded in 1993, The Club of Budapest is an international association dedicated to developing a new way of thinking and a new ethics that will help tackle the social, political, economic and ecological challenges of the 21st century. For details:

[2] Details on the School of Environmental Sciences (SES) can be found in Design Share's on-line library at: SES

[3] This is evident in the plan and photographs, revealing learning “houses” on the perimeter that open to a central commons with a 10-foot high fireplace. The front entry is a wooden canopy in the traditional Karelian style. The layering of space between houses and public areas, variations in ceiling height, use of color and materials all suggest responsiveness to the importance of connections amongst children and their cognitive, social, emotional and physical experiences. Details can be found in Design Share's on-line library at: Heinavaara

[4] Heinavaara serves as a community center functionally and symbolically in several ways: 1) The gymnasium, central library/media area and cafeteria are used by the community on evenings and weekends. 2) The project is located at a high point of a new residential community development; this along with the vertical proportions of the central clerestory area make it a visible focal point for the community -- much like a church in medieval city. 3) The dramatic timber entry canopy reflects the heritage of the “Karelian” building style, unique to the region.

[5] The National Clearinghouse for Educational Facilities. 1998. Schools As Centers of Community,

[6] Bruce discusses the various units of community and civilization in a 1998 interview. He speaks about planning two new communities in Australia: “We are building on the workstations and family/clusters, defining larger units, with terms like "enterprises," (300 to 600 people), "collaboratives," (up to 10,000 people) and the "global network," (everyone).”

[7] Perrenialsim (a partial definition by Robert Hutchins, Mortimer Adler): “Despite differing environments, human nature remains the same everywhere; hence, education should be the same for everyone.” Essentialism (a partial definition by William Bagley, Herman Horne): “Learning, of its very nature, involves hard work and often unwilling application.” For more details:

[8] Schiller, Dan.1999.Digital Capitalism: Networking the Global Market System, Cambridge: MIT Press.

[9] Bruce Jilk. Personal communications with Motorola personnel. 

[10]  Issue track published by The Council of Educational facility Planners, International. 1997.The Design-Down Process.

[11] Alexander, Christopher. 1979. A Timeless Way of Building. Oxford University Press. New York

[12] Referring to a school and village in Belgium.

[13] Krier, Léon Atlantis and Johann-Karl Schmidt. 1988  (Exhibition catalogue). “Cities and landscapes are the tangible realisation of our material and spiritual worth, for good or ill. Each image we draw, each structure we build is an integral statement on how we want or don’t want the entire world to be. We either work on its construction or on its destruction, we complete or we fragment it. The first rule of ecology is that we cannot do one thing in isolation” (Krier 1992).

[14] Habraken, N.J.1976. Variations. Cambridge: MIT Press. Variations may not be readily available, however, Habraken’s latest book may be easily obtained. The Structure of the Ordinary: Form and Control in the Built Environment.

[15] Gardner, Howard. 1993. Multiple Intelligences: The Theory In Practice, New York: Harper Collins.

[16] Perkins, D.N. 1986.Knowledge as Design. Lawrence Erlbaum Associates.

[17] Shoggen, Phillip. 1989. Behaviour Settings: A Revision and Extension of Roger G. Barker’s Ecological Psychology Stanford University Press.

[18] Hegeman, Werner and Elbert Peets.1988. American Vitruvius: An Architect’s Handbook of Civic Art. Princeton, New Jersey: Princeton Press.

[19] “Dutch broad school” refers to schools in Holland that use community as their “learning environment.”

[20] The phrase “autonomous agent” is discussed in a work by Stuart Kauffman entitled Investigations. 2000. New York: Oxford University Press.

[21] “A participant with the cybiont” refers to Joel de Rosnay’s conception of the “cybion,” a planetary macro-organism consisting of all people and machines, organisms, networks and nations. For more information, see Rosnay’s latest book: The Symbiotic Man: A New Understanding of the Organization of Life and a Vision of the Future. 2000. New York: McGraw-Hill.

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