Robert T. Matschulat

Thank you for your comments. It sounds like we have much in common. I believe there are two core issues that run through this discussion: Design quality and educational change.

First: Does design excellence come from creative inspiration or a collaboration? The two of us clearly align on the collaboration side. I, too, see ed specs as a “backbone” or framework. Good ed specs should actually make the designer’s work easier by making the task more finite. I will concede, however, that there are many bad ed specs. In another context, I believe this identical conversation is occurring around the World Trade Center site. There, the issues are far more complex and emotional. The final design solution must address grief, pride, commerce, transportation, history, urbanism, skyline, patriotism and much, much more. Read the critique by Robert Campbell, FAIA in the August 2002 Architectural Record for an argument that is eloquent beyond my abilities. In it, he argues cogently for a design solution derived from “cumulative wisdom” as opposed to “avante-garde vision.”

Second; How do we best effect changes in education? You mention “state of the art thinking on school education, environment and learning.” Many of the “constraints” in ed specs come from the teachers themselves. Their education and experience are based upon established pedagogy. I am not aware of any example where teaching or learning was changed through facility design, despite various attempts over the decades to do so.

This is a classic “chicken and egg” dichotomy. Design can enhance or impede the process of learning, but not revolutionize it. Years ago, school districts decided to implement instructional technology by simply purchasing truckloads of computers. Most of these machines remained in boxes for years because the critical element of teacher training had been overlooked. Building designs that are too far ahead of their occupants tend to
suffer a similar fate.

Robert Matschulat, AIA, CSI, CCS, CEFPI
rmatschu@jeffco.k12.co.us

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