School Context and Content
I was listening to NPR recently and heard a discussion of content vs. context regarding publishing, art and business. I quickly thought of school buildings (architecture) as the context for learning, and without much of a stretch, asked the following question: Is the context of the school facility more important than the content being taught in classrooms?
Michael Angier (see Internet reference below) argues that context shapes the content, and he illustrates this concept by saying that "if you have a bowl (the context), you can put almost anything in it (the content). You can pour water, corn flakes, milk, or diamonds into it, and they will take on the shape of the bowl." Logically, Angier goes on the say that without the context, the contents have no shape or no place to be. Further, he compares the structure of an organization such as boundaries, rules, values, vision and mission as items that help to form the context.
From another perspective, Angie Nikoleychuk (see Internet link below) discusses context this way: “Have you ever come across an amazing tool, a great resource, a smart individual, or a wonderful business and thought it was a shame that no one else knows about it? Or, thought about how sad it is that it’s on an unusable or horribly ugly platform? This is a case of bad context taking away from the value of the content.”
Moving to educational facilities, consider a parallel premise. Have you ever seen a well-researched curriculum in a dilapidated school building? Does the context of the school encumber the curriculum? Does it hamper learning and encourage behavioral problems among students? Does a “bad” school, one that is poorly maintained, crowded, without (with little) natural light, and having poor circulation patterns, influence negative student outcomes?”
These bits of discussion contain interesting pieces for extended conversation, but do we know how much context influences content and outcomes? The answer is “not exactly”, but we at ACEF are busy studying the influence of the physical environment on students and teachers. We have a few facts, but still have more questions than answers.
As educators and educational planners we must be cautious about believing various organizations and agencies making claims that a certain school design (context) will do this and that for student learning and behavior. Ask for the data that support the claims. Be alert to principles of design, data-based research, and refereed literature. Our field is overrun with people making claims that they can’t prove. While best practices are suitable for one context, they may not be appropriate for the context and content of the school you are planning and designing.
We can safely assume that what Winston Churchill said is relevant to the issue of context and content for educational facilities: We shape our buildings; thereafter they shape us.
Internet References
http://www.successnet.org/articles/angier-context.htm
http://www.angiescopywriting.com/marketing/content-vs-context-which-is-more-important.html
