Confusing messages: Is the modern learning environment an example of idealized curricula or disruptive innovation?

Abstract

Despite global commissioning of new school designs, there is a body of literature (Lackney, 2002; Moore & Lackney, 1993; Nair, 2002; Nair & Fielding, 2005; Tanner, 2001; Taylor, 2002; Wolff, 2002) that documents the challenges that environmental designers encounter when they endeavour to design for educational purpose. One difficulty has been the problem of negotiating the various ways education is being interpreted and delivered across schools. Jilk (2001), in supporting this notion, argued that environments could actively nudge learners towards freedom and creativity but he is sceptical of freedom, arguing freedom is often assumed, especially in choice of learning programmes offered in sch..