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Perspective
THE DICHOTOMY OF DESIGN
Two starkly different approaches can be taken to designing and equipping educational environments. The more
conventional approach is a quantitative, space-centric approach that starts out by understanding design needs based on
student numbers and available space. Though relatively hassle-free, the approach runs the risk of treating the educational
environment as incidental. The acquisition process does not necessarily invite buy-in from the educators, and it may
become more a case of having to fit educational processes to the environment, rather the other way around.
On the other hand, a pedagogy-centric approach places the institution's learning philosophy at the core of its efforts, and identifies didactical requirements before designing an environment that boosts learning delivery. Though advantageous in terms of flexibility and ease of instruction, the design approach may result in more time and cost overheads due to the need for educator buy-in and collaboration with suppliers and designers.
