Learning to learn imposes practices and uses different from classical teaching and suggests a different kind of architecture and landscape.
Spaces are more circulating, less hierarchical, more available and open.
The classroom becomes a multipolar workshop, whose contours and functionalities are in constant movement. Lessons are transported out of the classroom, to develop more effectively in all available places.
The extremely varied typology of groupings calls for greater flexibility in spatial forms and their arrangements.
Architecture needs to be more active, more responsive and more facilitative of the educational project in motion.
The interface between indoor spaces and the external landscape is more permeable, integrating activities from within and without in a collaborative manner.
The classic hierarchy between the distribution spaces, living spaces inhabited by the studios, and the places of teaching fades away to collaborate more closely. Furniture is nomadic and interior design is flexible.
Simple location and identification facilitate appropriation.
The CCC (centre of culture and knowledge) becomes the heart of the pedagogical system and irrigates the whole college.
The school opens up to new players by sharing its premises and mobilising their skills. Governance is open and transparent.
The school becomes a public facility once again.
The proposed space is intended to be “available”, non-coercive and open. It has confidence in the users, in their capacity to appropriate, manage and collectively transform their living spaces. It entrusts itself to practices that are concerned with the autonomy and responsibility of adult or future individuals. It serves the learning of citizenship, knowledge and skills through a collective management of shared practices and places, adapted to the rhythms and particularities of each individual and of different groups.
It is conducive to the self-regulation of the uses that coexist there because it is open to the scrutiny, vigilance and listening of all.
It offers safe, benevolent, singular and facilitating places, open to the outside world and its richness.
Our main objective is to accompany this innovative educational ambition with a quality of spaces that encourages the appropriation and evolution of uses.
The spatial organization offers a learning environment that encourages the autonomy of the students and the personalization of the courses.
In order to serve these ambitions in the long term, our proposal is simple and effective.
Its grid spaces are matched with the greatest generic qualities of any good architecture: abundant and controlled natural light, careful acoustics, healthy and comfortable atmospheres.
The construction processes and equipment, totally committed to eco-construction, are technically and economically efficient, proven and low-maintenance.
They are based with conviction on local processes in which wood plays a major role. But architecture is not determined a priori. It is the result of an open and committed conceptual approach in which technology and knowledge are put at the service of an ambitious social project.
This necessary close relationship between architecture and education will passionately nourish the broadening of the future dialogue between designers and users in order to make it evolve.
This new project will, with certainty, have to be nourished by a new way of thinking about the architectural project.
We commit ourselves to it with conviction and ambition to continue learning together.