Experiences Upon the Environment

I'm in the process of writing the last chapter of my dissertation, "Arakawa and Gins: Philosophers of Life." The thesis of the chapter is pretty straightforward:  that the original architecture of Arakawa and Gins operates at the intersection of aesthetics and pedagogy. The hypothesis is fairly simple: that Arakawa and Gins complete the revolution in education that Montessori enacted, with the extension of the prepared environment, and the creation of an architectural surround. If there's one failure to Montessori, as a system, it is that she didn't adequately map out the architectural conditions of her pedagogical aesthetics. As usual, though, Montessori points the way. "Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference." (1946: 3)