Pathways World School

Narratives

Architect Narrative

QUESTION ONE:
WHAT EXEMPLARY IDEAS DO THE DESIGNS CONTAIN THAT ENHANCE LEARNING?

This new School in India has been created as an alternative model for education. It is unique in that each aspect of its planning, staffing, curriculum and facility design is driven by and imbued with the project’s central vision:

THE VISION

We recognize that no two students are exactly alike. It is our responsibility to develop their multiple intelligences so that they may each realize their own unique human potential. Students will emerge with the skills needed to succeed as global citizens, to be lifelong learners, to respect fellow human beings, to be spiritually aware and serve as champions for the environment.

THE FOLLOWING FACILITY DESIGN FEATURES COMPLIMENT THE ABOVE VISION.

SITE HEIRARCHY

The school is planned with the understanding that learning does not begin nor end in the classroom. The entire site has been laid out as an eclectic mix of formal and informal areas to encourage different learning styles.

THE ACADEMIC BLOCK

* Students can have one-on-one lessons from peers or teachers in so-called “formal learning zones”. Here, they serve as teachers themselves, write read, present, draw and build in the formal learning or classroom zones.
* The immediate area outside the classroom serves as an extension of the learning experience and is designed to encourage informal student gatherings.
* This in turn leads to a central green zone within each academic block. These green zones are designated for a student-created garden that will be changed annually.
* Within each academic block, there are also two “labs” that will be outfitted to permit a variety of hands-on activities.
* Each academic block also has one room set aside as an independent study lounge for those occasions when students want to read, write or browse the Internet on their wireless laptops in a quiet setting.

OTHER SITE FEATURES

* There are quiet zones and green zones
* Large group gatherings - the central tiered amphitheater around a large water body is intended for both informal and formal gatherings
* A spiritual center removed from the rest of the site.
* There is a heavy emphasis on physical activity and a variety of opportunities are afforded to students to excel in their area of ability and interest.
* The site also boasts a world class media center which serves as the global connections zone as well as a large arts and crafts center.
* None of the multiple intelligences are ignored in the design and placement of site elements.

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WHAT INNOVATIONS IN THE PLANNING, PROGRAMMING AND DESIGN PROCESS SUPPORTED THE REALIZATION OF THOSE EXEMPLARY IDEAS?

PROJECT INITIATION WITH A CLEAN SLATE

It is customary to start the planning of a school in India with the identification of a budget, location, grade alignment and other requirements. This school used a different approach. Its sponsors contacted an International School Planning Consultant to guide the process for developing the school as soon as a tentative site was identified.

DEVELOPING THE VISION

One of the first tasks was the creation of a project advisory group who helped draft the vision on behalf of the school community. Since the goal was to create a learning community of students from all parts of the world, they did not have access to an existing community who could be consulted. Instead, the advisory group itself was composed of a diverse group representing various constituencies.

MULTIPLE INTELLIGENCES THEORY

Each member of the committee agreed with the principle that Howard Gardner’s Multiple Intelligences Theory would be a central theme running through all aspects of the project development and implementation. In fact the name they chose, Pathways, was itself coined to represent the multiple Pathways to learning that are available - and how each individual walks a different Pathway of learning during the course of his or her life. The term Pathways reinforces the idea that it is the Path that one takes in life and the manner in which that path is traversed (the journey) that matters most - and not the destination itself. In an increasingly goal-oriented world society, Pathways will seek to imbue in students an appreciation for living - all the stuff that happens between life’s milestones.

When built and operational, Pathways World School will be India’s first Multiple Intelligences School.

SELECTING THE ARCHITECT

The process for selecting the architect was very different than the traditional RFP method. Advisory committee members visited each firm at its headquarters where a presentation was given. Following the presentation, each firm gave a tour of their office and explained past projects - both education and non-education. Advisory committee members were also able to meet and question the project architect and the firm’s assigned principal at length. A selection was based on discussions between the committee members. No formal written evaluation system was used in the selection process.

SELECTING THE PRINCIPAL AND STAFF

The Board selected an internationally known principal as much for his philosophy of education as for his considerable experience as an educator and administrator. The principal was closely involved with the GCSE/ IGCSE curriculum since its inception. Its inventor, Sir Keith Joseph who was Margaret Thatcher’s Education Minister heralded a revolution in ‘assessing what children know, not what they don’t know’ . Multiple Intelligences features, such as small group work, focus on the individual, flexible architecture and flexible furnishing, individualized production of resources, etc, reflect the way this principal and his wife have taught all their lives. They aim to appoint young Indian teachers and expatriates who are not completely inured to ’square’ traditional teaching.

PROGRAMMING

One principle of this project is that Pathways will ALWAYS be a work in progress. As such, there will never be a complete program of all project requirements. The school is now in construction, but only a rudimentary program exists. Most areas are designed as large spaces that can be outfitted internally as needs dictate. The selection of wireless computer networking technology has helped in this regard because many items of fixed furniture and equipment will now be mobile - thus precluding the need to locate them on plans.

TECHNOLOGY

The School vision says that computers should not be taught as subject alone. But should be used as a tool to facilitate learning other subjects as well. In what is a first for any Indian school, Pathways students will each be equipped with a wireless-enabled laptop computer. This will permit them to have ubiquitous, Anytime Anywhere Access to technology. The idea is that, like adults, students should be able to use computers on an as-needed basis both during the school day as well as in their dormitories. Another important technology aspect of Pathways is the availability of fully interactive distance learning facilities.

COMMUNITY SERVICE

It is the goal of Pathways to graduate good citizens as much as to graduate academic scholars . Only by combining the two in a good balance will the school succeed in developing the class of world leaders so sorely needed by the developing countries. Pathways will be created around a culture of community service. Each and every Pathways student will be required to develop and implement community service assignments that will bring them in direct contact with the kinds of problems their poorer brethren face.

DIVERSITY

All the laudable goals of Pathways notwithstanding, only wealthy students (by Indian standards) would be able to gain admission in order to make the school financially viable. However, the school’s private sponsors as well as the advisory committee recognize the value of diversity. Therefore a substantial number of seats (up to 15% of all seats) will be made available via scholarships to deserving students who are unable to afford the expense of studying at this school. Additional means to bring in poor students via private sponsorships and fellowships will continue to be explored.