The Existence of Good
Whether a learning environment is in a hut or a skyscraper, the senses of place that matter to children are universal. These include a sense of light and space, a sense of scale, a sense of comfort and a sense of inspiration. Places that provide these are places that people, of all ages, want to be in.
They are also about a sense of belonging: meaningful places that reflect closely the physical contexts and the individual narratives of those who use them. Acknowledging the uniqueness of the land and its local communities is the primary means by which good environments happen. Good learning environments are places that feel special to one place, but have lessons for us all.
There is such a thing as a good environment. We know it when we experience it, based not on personal prejudices but by observing what has worked over generations and by acknowledging what is changing and why. And we know for sure that good design can provide it in ways that enhance the lives of children, teachers, and communities. Good is not a concept – it exists.
