The Chronicle of Higher Education
April 15th, 2015
My course this past semester began like so many others: 14 students
and I arrived every Tuesday and Thursday morning in an uninspiring space
of concrete-block walls and fluorescent lighting, with few windows and
fixed desks all facing forward, ill suited to the discussion-based,
flipped format of the class. So, a couple of weeks into the semester, we
decided to go nomadic.
We had pedagogical reasons for doing so. The course focused on how
the built environment both reflects and affects our ideas about the
world around us, looking at how philosophical concepts, cultural
constructs, and social, economic, and environmental constraints help
shape the spaces that human beings inhabit. Given that, it seemed
appropriate to experience a variety of spaces and to reflect upon the
relationship of each one to the content of the course.