Four Strong Schools:
Developing a Sense of Place Through School Architecture
Upitis, Rena. (2007). Four strong schools: Developing a sense of
place through school architecture. International Journal of Education
& the Arts, 8(Interlude 1). Retrieved [date] from http://www.ijea.org/v8i1/.
The driving premise of this paper is that students should be schooled in built and natural environments that afford them ways of
understanding of how their daily physical actions and social choices affect the earth. Views of prominent philosophers and scholars in
support of this premise are described. Next, four cases illustrate how schools can provide students with opportunities to develop
ecological mindfulness through practical activities that are enhanced by natural and built environments. The examplesfrom
United States, and Australiaspan the primary, secondary, and tertiary levels of education. It is concluded that schools and
that focus on a sense of place are able to support the practical activities that lead to meaningful relationships between members of
the community, and between people and the land.
This interlude is available in PDF format.