Prussian-Age Model of Teaching

Our current system is still based upon the Prussian Age model adopted in 1910 in the United States.  This system was created for another time with another mission--“the processing of large numbers of students for rote skills.” The system produced only a small percentage of graduates for “knowledge –work.”. The system was never intended to create life-long learners, but factory workers and other laborers for our industrial production-based economy of the time. Today education leaders believe that “existing assembly-line schools” limit both students’ and teachers’ potential, and should be replaced by smaller schools designed to better support learning(Darling-Hammond 2000, 4). 
Today our schools are still designed around this outdated model, both in design of curriculum and design of architecture. The tenants of this model are: 

    Platoon system: students change teachers and rooms.
    Teachers are specialized and students are batch processed.
    Teachers are individual workers on assembly line.
    Supervisors introduced to “manage” teachers.

The Prussian model was not designed for our knowledge based economy needs. Our economy has shifted since the implementation of this archaic system from low skilled jobs to knowledge-based jobs as illustrated in the graph below. Progress is a constant in our ever changing world. Yet we have held to the same teaching model for 100 years.

Introduction (Excert from Thesis 2007)

"Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental.” W.E.B. Du Bois, 1949

INTRODUCTION
My belief is that architecture can enhance and contribute to improvement in public education in the United States. First we must understand the problems faced by education today. According to the Organization for Economic Cooperation and Development, 
(OECD) latest statistics released September of 2006, the United States is no longer the world leader in education of its people.  The US still scores high at 39% of its 25-64 year population qualified to tertiary level of education, while the OECD average is at 31%.  In age group of 55-64 years the US has the largest percentage with 36%, just ahead of Canada with 35%. Our proportion of educated population is dwindling; six countries surpass the US (36%) in the age group of 25-34 years. Canada has 53% in this age group followed by Japan (52%), Korea (49%), Sweden (42%), Belgium 41%) and Ireland (40%).  A similar trend is seen in the completion of secondary levels, the US rate is 87% for ages 25-34. More than half of the 30 countries in the OECD achieved rates over 80%. Canada, the Czech Republic, Norway, Japan, Korea, The Slovak Republic and Sweden all exceed a rate of 90% in secondary completion. The future negative economic repercussions are evident as our economy becomes more global. (OECD, 2006, 2-4)
 This vast problems leading to the decline in the global ranking of US schools cannot be addressed, in one document. The learning process is complex affected by all facets of a child’s life. The focus of my research is the enhancement community offers in the learning process. 

All parts of a child’s life impact his ability to learn, perhaps none more than the lack a positive self-concept. Self-concept is enhanced when one establishes satisfying relationships with others—peers, teachers and adults. Positive feedback from these individuals boosts self worth and establishes sense of self (Irwin 6).  Albert Einstein expresses these thoughts and direction of my research succinctly: 

“The individual, if left alone from birth, would remain primitive and beastlike in his thoughts and feelings to a degree we can hardly conceive. The individual is what he is and has the significance that he has not so much in virtue of this individuality, but rather as a member of a great human community, which directs his material and spiritual existence from the cradle to the grave.”                                            Albert Einstein

ABSTRACT-Thesis University of South Florida School of Architecture and Community Design 2007

There is a disconnect between the community and schools.  Students, parents, and faculty are not actively engaged in the community nor is the community vested in the American public education system.  We owe our children a safe secure place for learning—beyond the familial environment.  Active participation from the community provides a strong sense of belonging, builds respect, heightens safety and broadens awareness.  Investment by community in the education of our children will provide a brighter future for that community beyond its borders.
My theory  is the creation of small school environments within a specific community will build bonds of identity--improving both the learning process and the community.  Together we will build a sense of community, restore respect, and increase our sense of belonging through architecture.    
The fusion of this research with a physical site will illustrate my findings in the forms of a public/private multiuse urban project that utilizes, links and reflects the community in the education process. As an  example of the implementation of this philosophy, my design solution is an project that functions as school, art center, urban park, presentation space,  and meeting place located in the heart of the Dade City, Florida.