This dissertation examines how school architecture can remain relevant faced with pedagogical, social and environmental developments. The school, a place of transmission and civic education, is now confronted with rapid changes that its spaces sometimes struggle to keep up with.
Through a historical interpretation, analysis of pedagogical models, and identification of key architectural relationships, this work proposes a relationship-based rather than form-based grid of understanding the school project. It does not seek to define an ideal model, but to open up a field of thought to design structures that can accommodate evolution, diversity and uncertainty.
