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ARTICLE CITATIONS

1. Taylor, Anne. 1995. Physical environments do affect learning and behavior of students. Journal of the School of Architecture and Planning, University of New Mexico, 9, 46–54. p. 50.

2. Breakdancing, part of the Hip Hop culture developed in the South Bronx in the early 1980s, is a highly acrobatic and creative form of movement. Often performed in public places accompanied by a “boombox”, the pioneers of breakdancing were young and male. Most were Black or Hispanic and lived in urban areas—in short, they were the students I taught. Breakdancing is also associated with other elements of Hip Hop, such as Graffiti and Deejaying. http://www.wikipedia.org/wiki/Break_Dancing (Retrieved September 7, 2005).

3. http://www.disastercenter.com/crime/

4. Zygmunt Bauman makes this staggering observation in an article written in 2000 titled Social issues of law and order. British Journal of Criminology, 40, 205–221.

5. Ibid., p. 210. Bauman goes on to describe the Californian Pelican Bay prison as a high-tech prison which has been designed not as a factory for disciplined labour, but as a place where immobilization is brought close to a state of perfection. He writes that the “Pelican Bay is not a school of anything [and that] what the inmates do inside their solitary cells does not matter at all. What does matter is that they stay there” (p. 212).

6. http://www.statcan.ca/Daily/English/040728/d040728a.htm

7. Bauman, 2000.

8. Ibid.

9. Ibid.

10. Bateson, Mary Catherine. 1994. Peripheral Visions: Learning Along the Way. NY: HarperCollins. The quotation appears on pp. 138–139.

11. Bateson, Gregory. 1980. Mind and Nature: A Necessary Unity. Toronto, ON: Bantam, p. 138.

12. Ibid., p. 138.

13. Csikszentmihalyi, Mihaly. 1990. Flow: The Psychology of Optimal Experience. NY: Harper & Row.

14. The term “framing” is used in the sense described by Bateson in his 1972 book, Steps to an Ecology of Mind: A Revolutionary Approach to Man’s Understanding of Himself. NY: Ballantine Books.

15. This phrase is quoted from an article by Franklin D. Gilliam & Susan Nall Bates. 2001. Strategic frame analysis: Reframing America’s youth. Social Policy Report: Giving Child and Youth Development Knowledge Away, 15(3), 3–6. The quotation appears on p. 3.

16. O’Reilley, Mary Rose. 1993. The Peaceable Classroom. Portsmouth, NH: Heinemann, p. 20.

17. Ibid., p. 60–61.

18. Ibid., p. 54.

19. Ibid., p. 54.

20. Ibid., p. 40.

21. Bradley, William S. 1998. Expecting the Most from School Design. Unpublished manuscript, Thomas Jefferson Center for Educational Design, University of Virginia, Charlottesville. Retrieved October 22, 2004 from http://curry.edschool.virginia.edu/class/edlp/800/papers/principles/principles.html.

22. Ibid., Section 4, Schools should teach 2

23. Churchill, Winston. 28 October 1943 to the House of Commons (meeting in the House of Lords).

24. Lamm, Zvi. 1986. The architecture of schools and the philosophy of education. Paper Presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents, Jerusalem, Israel, November 16–21, 1986. (ERIC Document Reproduction Service No. ED 283287)

25. Wente, Margaret. 2004. An Accidental Canadian: Reflections on My Home and (Not) Native Land. Toronto: HarperCollins. The quotation appears on pp. 142–143.
26. Tanner, C. Kenneth. 2000. The influence of school architecture on academic achievement. Journal of Educational Administration, 38(4), 309–330. The quotation appears on p. 316.

27. Dudek, Mark. 2000. Kindergarten Architecture: Space for the Imagination (2nd ed.). Independence, KY: Spon Press, p. 22.

28. Orr, David W. 1992. Ecological Literacy: Education and the Transition to a Postmodern World. Albany, NY: SUNY.

29. See, for example, Lamm, 1986.

30. Kendall, Henry, cited in Dudek, Mark. 2002. Architecture of Schools: The New Learning Environments. Oxford: Architecture Press, p. 11. In contrast, Dudek notes that at the same time Henry Barnard, the first United States Commissioner of Education, was concerned almost exclusively with issues of health and safety. Occasionally both the architectural and educational perspectives were taken into account, such as the work of the British architect surveyor E.R. Robson who integrated both the architectural and educational concerns in his book School Architecture: Practical Remarks on the Planning, Designing, Building and Furnishing of School Houses. His suggestions had wide influence in London and other metropolitan boroughs throughout England.

31. I use the terms Waldorf school and Steiner school interchangeably in this book; both designations are used throughout the world. Waldorf refers to the location of the first school developed by Rudolf Steiner in 1919 at the Waldorf-Astoria Cigarette Factory in Stuttgart, Germany.

32. Edwards, Carolyn Pope. 2002. Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4(1). Retrieved December 22, 2004 from http://ecrp.uiuc.edu/v4n1/edwards.html.

33. The full quotation goes something like this (translated from the German): However much study may be devoted to the elimination of crime and wrong-doing in the world, true redemption, the turning of evil into good, will in the future depend on whether true art and architecture are able to generate a definite cultural atmosphere that can so fill the hearts and souls of human beings–if they allow this atmosphere to influence them—that liars will cease to lie and disturbers of the peace will cease to disturb the peace of their fellow citizens. Buildings will begin to speak. Steiner, Rudolf. c. 1922, as relayed by Bronwyn Bellemore, in an interview with the author, May 16, 2005 and by Mark Baxter, in an interview with the author, June 14, 2005. See also Raab, Rex. 1980. Rudolf Steiner as architect. Architectural Association Quarterly, 12(3), 48–55.

34. The introductory remarks in the conference program for the International Symposium of Environment, Behaviour and Society, held at the Faculty of Architecture, University of Sydney, Australia, from February 9–11, 2006, asked the question, “Rates of crime are on the increase nation-wide. Can better design of the physical environment reduce crime?”

35. Dudek, 2002. Along with the emphasis on pre-school education in Europe, evidenced, for example, by the democratic right of all German children to have a place in Kindergarten, Dudek has also demonstrated how high priority is placed on pre-school education and care in Japan.

36. Dudek, 2000, p. 11.

37. Dudek, 2002, p. 42.

38. There are two such casebooks that I refer to throughout this book, both by Mark Dudek. The first of these, published in 2002, is Architecture of Schools: The New Learning Environments. Oxford: Architecture Press The second book, published in 2000, is Kindergarten Architecture: Space for the Imagination (2nd ed.). Independence, KY: Spon Press. I have chosen to focus on Dudek’s work not because his cases are any different or better than in other books, but because his text is more thorough and thoughtful than the text that accompanies most other casebooks. Casebooks that focus more on the buildings than on educational issues include such volumes as School Builders by Eleanor Curtis, 2003, published by Wiley-Academy, West Sussex, England. Still another type of casebook, Inventing Kindergarten by Norman Brosterman (NY: Harry N. Abrams, Inc. 1996) features one kind of educational philosophy—in this instance, that of Froebel, and while providing a suitable corroborating text, for my purposes, the perspective is not wide-reaching enough for the views that I have taken in this book.

39. Dudek, 2002, p. 10.

40. Taylor, 1995, p. 69.

41. Ibid. See also Schnebli, Dolf. 1998. Environments for children. Mass Magazine: Architecture and Children, Learning Environments and Design Education, 12–17.

42. Clemmer, Donald. 1940. The Prison Community. NY: Holt, Reinhart and Winston.

43. Orr, David. 1999. Reassembling the pieces: architecture as pedagogy. In Steven Glazer (Ed.). The Heart of Learning: Spirituality in Education (pp. 139–149). NY: Penguin.

44. Eileen Mayhew, e-mail to the author, April 4, 2005.

45. Ward, Barbara, & René Dubos. 1972. Only One Earth. NY: W.W. Norton.

46. Cited in Orr, 1999, p. 139.

47. Bradley, 1998, cites this study.

48. Ardalan, Nader & Laleh Bakhtiar. 1973. The Sense of Unity: The Sufi Tradition in Persian Architecture. Chicago: The University of Chicago Press, p. 71.

49. Bateson, Mary Catherine. 1990. Composing a Life. NY: Plume Books, p. 126-127, based on the description by Elizabeth Marshall Thomas. 1959. The Harmless People. NY: Alfred A. Knopf. Thomas describes the enclosure on pp. 40–41, 196, 221.

50. Burgess, Gregory. 2005. Unpublished convocation address upon receiving an honorary doctorate from the University of Melbourne, p. 3.

51. The teacher that I interviewed is not alone in thinking that issues of toiletry are wrapped up with fundamental issues of human existence. Nel Noddings, well-known in educational circles for her 1992 book, The Challenge to Care in Schools, wrote this:

Sanitation is a topic of central importance today, and focus on it requires information from science, history, sociology, political science, health, aesthetics, and religion. If the topic were taken up in history (and it rarely is), it would be a mere footnote to some chronological account of political struggle. But studied as a major concern for all living beings today, sanitation can be a challenge to both practical and theoretical thought. How does a toilet work? How much water does each flush require? Are there safe ways to useless water? Can the gray water from washing machines be used on the garden? (p. 145).

52. Coles, Robert. 1969. Those places they call schools. Harvard Educational Review, 39(4), 46–57, p. 47.

53. Ibid., pp. 49–50.

54. Ibid., p. 49.

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