Sustainable schools as a third teacher

Nowadays we are facing to the ecological crises regarding impacts of climate change, integrations, urban-sprawl, biodiversity loss and water pollution on a global scale. There are, nevertheless several conferences/meetings held in different countries in order to improve knowledge and to spread the awareness about sustainability and sustainable lifestyle. Sustainable development is a concept crucial to future development in a global context. It provides several guidelines to achieve sustainable goals in different branches for instance education. ´´Sustainable development is a development that meets the needs of the present without compromising the ability of future generations to meet their own needs´´ (Fischer 2017 pg. 3). This statement supports the idea that it is very important to educate and to strengthen the sustainable way of thinking in order to create a sustainable place to live in. So, it stresses out our responsibility to provide a suitable environment for the future. Since the ecological damage is happening we have to take the consequences into an account and create a heterogenic place for the next generation. ´´Education for sustainable development develops and strengthens the capacity of groups, communities, organizations, and countries to make judgments and choices in favor of sustainable development´´ (Fischer 2017 pg. 3). Since education plays a very important role in shaping human beings, the implementation of an innovative way of thinking can be very crucial. Thus, the school programs through curricular and extra-curricular activities enable to raise sustainable awareness within society. If the schools (especially primary schools), establish sustainability as a core for the educational system, then the next generation´s conscious behaves sustainable indeed.

The traditional school system focuses on the individual student´s need, and self-control on rote learning and memorization without practical skills, instead the sustainable schools open up possibilities to promote new features into the pedagogically valued system. Features such as flexibility, teamwork-collaborative work, the approach of an open system, interaction, transparency, and equality should appear in a sustainable approach of school teaching. ´´There is a wealth of innovative ideas and experiments demonstrating how architectural design features could be used to support learning´´ (Pons, Brkovič - Dodig,Parnell, 2015, pg.5). It is not anymore about what students learn instead how the learn it. ´´Sustainable schools prepare young people for a lifetime of sustainable living, through its teaching, fabric and it's day-to-day practiced. It is guided to be a commitment to care: for oneself (our health and well-being), for each other (across cultures, distances, and generations), and the environment (both locally and globally)´´ (Brkovič, Pons, Parnell, 2015). Therefore, the design of the buildings has to follow the sustainable goals and the architects need to be aware of it.

Building/Environment by itself as a learning tool

Using innovative materials to stress out the sustainable usage of the building play nowadays a crucial role, due to the development of new technologies. Furthermore, there are several strategies on how to design a sustainable building. When the daily interaction with sustainable materials then the observation is happening subconsciously. In my opinion, when we admit that the environment is a significant factor for education then we need to expand our thinking beyond. Instead, the environment determines the crucial condition of the learning process and should be considered as a ´´third teacher´´. ´´The way school design addresses some of the sustainability issues can directly or indirectly act pedagogically. The physical fabric can sometimes be a direct trigger for learning´´ (Brkovič, 2019). Thus, It is very important to stress out, that stunning surroundings affect our mood and way of thinking positively and fulfill us with positive energy. When the environment is very well planned nevertheless, it directly affects the relations and interests happening in the building. ´´Both children and adults need to feel active and important — to be rewarded by their own efforts, their own intelligences, their own activity and energy´´ (Malaguzzi, 1993, pg. 2). Therefore, the features of design need to be considered as wishes of school members in order to feel in the institution pleasantly. It is well known when you feel comfortable and valued within the surrounding the contribution into learning can be accomplished. For instance, the temperature inside of the classrooms has to be acceptable while teaching.

Case study Primary School ´´Simeon Aranicki´´, Stara Pazova, Serbia addresses by carefully designed cladding component of the building which improves the degree of thermal isolation of residential and commercial properties. The project points on the issue of energy-efficiency facade. The Design of the facades was described as an important element of the communicating sense within the place (see Fig. 1). The advantages Brkovič describe such as ´´ the opportunity to control the environment and all accompanying systems enables the occupants to create pleasant working and learning atmosphere. Pupils easily pick up information from their school environment ´´ (Brkovič, 2013 pg.14). Furthermore, studies of Brkovič show that ´´Poor environment conditions were related by teachers to some health problems ´´ (Brkovič, 2013 pg.14). Regarding those facts, it is very important to apply in design energy-efficient architecture, rainwater harvesting, recycling, natural light, ventilation etc. In order to reduce the environmental impact of schools and create proper effective teaching environment.

Interaction as a strong factor of sustainable school teaching form

´´One important aim of school design is access for all´´(Sigurdardottir, Kristín, Hjartarson, Torfi, 2011, pg.3). While creating interesting platforms with an opportunity for different activities, collaboration and participation are key for a design in 21st. century. Design of schools, where children can interact between each other leads for better self-development and understand the importance of community. I use state of Malaguzzi ´´Children get to

know each other through all their senses. Touching the hair of another child is very important. The smell is important. This is a way children are able to understand the identity of themselves and the identity of others´´ (Malaguzzi, 1993, pg.4). However, not only the feelings between the peers but also the interaction with the neighborhood and local habitat provide a possibility to experience the sense of community and become a part of it. One of the national educational goals is that ´´the child and pupils oriented education through different forms of teaching and learning, develop motivation for learning´´ (Brkovič, 2013, pg. 31). According to the national educational goal we have to take into account the innovative forms of teaching in order to spread the awareness, openness and to enrich the relationships of children. Borders of the school should not be defined as a boundary for other communities to strengthen the interaction with the neighborhood. To spread the activities beyond the borders keep children motivated. In my opinion to let children and young people explore surrounding independently can enrich their skills. Moreover, because of the curiosity of children and their motivation to discover things around encourage them to do it on their own. ´´ Well structured activities around thoughtfully designed space, impact the bonding of the teachers, pupils, neighbors and knowledge exchange´´ (Brkovič, 2013, pg.32).

In the case study, Marta Brkovič pupils appealed to participate in the design of the schoolyard. Tree Houses as a new typology for educational facilities consists of an opportunity for different activities. It can be used as a platform for teaching about sustainable materials (wood as an innovative material of the future) another usage is defined as a facility of exploring and socializing (see Fig.2).

Another case study proves that interaction, participation, and diversity within the community is a very helpful tool in the educational system. Case study Erika Mann Primary School in Berlin. In this school, one wall of a corridor is clad with a highly light-reflecting polished steel, while on the other there are pictures of children in the school, changed with each new generation coming in. A Picture of every child is reflected in the polished steel on the opposite wall (see Fig. 3). Moreover, diversity can be experienced and rooted the equality within the society for the future generation. In this way, the school is sending the message that every child of any kind of background is warmly welcomed to become the part of the community.

SOURCES:

SI UR ARD TTIR, A. K., & HJARTARSON, T. (2011). School buildings for the 21st century: some features of new school buildings in Iceland. CEPS Journal. 1, 25-43.

CARTER, M. (2007). Making Your Environment "The Third Teacher". Exchange: The Early Childhood Leaders' Magazine Since 1978. 176, 22-26.

BRKOVIC, M. (2014). Sustainable schools as the 'third teacher'.

UNI ERSITAT PO IT CNICA DE CATA UN A. DEPARTAMENT DE CONSTRUCCIONS AR UITECT NI UES I, UNI ERSITAT PO IT CNICA DE CATA UN A. ITA - ABORATORI D INNO ACI I TECNO O IA EN 'ARQUITECTURA, BRKOVIC, MARTA, PONS VALLADARES, ORIOL, & PARNELL, ROSIE. (2015). Where sustainable school meets the 'third teacher': primary school case study from Barcelona, Spain.

Michelsen, G. & Fischer (2017). SUSTAINABILITY AND EDUCATION . In M.v. Hauff & C.Kuhnke (Eds.),Sustainable development polivy. A European Perspective, 135 -158, LONDON: ROUTLEDGE.

PEREIRA, P. R. P., KOWA TOWSKI, D. C. C. K., DE IBERADOR, M. S. (201 ). Analysis support for the design process of school buildings. Ambiente Construído. 18, 375-390.

MALAGUZZI, L. (1994). Your Image of the Child: Where Teaching Begins. CHILD CARE INFORMATION EXCHANGE. 52.