It is commonly understood that school buildings house complex systems. From the kindergarten to the university faculty, the journey through the levels of learning consists of an accumulation of vital experiences arising from the interaction between these systems. The educational function now builds its environments with new paradigms that reflect and respond to an increasingly diverse and complex social agenda. Javier Mozas analyses these new educational models in this third instalment of the “Complex Buildings” series, which also includes recent projects by C.F. Møller, NL Architects, Aleph Zero, OMA, Gigon/Guyer, Studio Velocity, and COBE Architects.
It is commonly understood that school buildings house complex systems. From the kindergarten to the university faculty, the journey through the levels of learning consists of an accumulation of vital experiences arising from the interaction between these systems. The educational function now builds its environments with new paradigms that reflect and respond to an increasingly diverse and complex social agenda. Javier Mozas analyses these new educational models in this third instalment of the “Complex Buildings” series, which also includes recent projects by C.F. Møller, NL Architects, Aleph Zero, OMA, Gigon/Guyer, Studio Velocity, and COBE Architects.
