Biofilinė mokyklų architektūra Lietuvoje: teorinis galimybių tyrimas

LTAtsižvelgiant į tradicinių mokymo(si) aplinkų neatitikimą šiuolaikiniams ugdymo tikslams ir mokyklų tinklo optimizavimo Lietuvoje keliamus mokyklų pastatų daugiafunkciškumo iššūkius, straipsnyje analizuojamos biofilinio dizaino principų taikymo šiuolaikinių mokyklų projektavimui galimybės, siekiant išskirti kriterijus, gaires, kurie galėtų būti taikomi biofilinės mokyklos kūrimui. Darbe taikyti metodai apima literatūros analizę ir pavyzdžių analizę bei vertinimą ir biofilinės mokyklos projektavimo teorinio modelio formulavimą. Tyrimas leido išskirti biofilinės mokyklos projektavimui svarbius veiksnius, apimančius natūralų apšvietimą, natūralias gamtinei aplinkai būdingas spalvas su ryškių kontrastingų spalvų intarpais, organiškas kreivalinijines formas, gamtinius elementus ir motyvus, natūralias, vietines medžiagas, ryšį su ekosistemomis, augalais, gyvūnais, aiškių, lengvai suvokiamų erdvių planavimą, lauko klases, daržus, sodus, vandens motyvą. Reikšminiai žodžiai: mokymo(si) aplinkos, mokyklų architektūra, biofilija, biofilinis projektavimas. [Iš leidinio]

ENThe aim of the paper is to analyze innovative trends in the design of buildings and environments for educational institutions and to determine which biophilic design principles and how can be applied in the design of modern learning environments in the Lithuanian climate and socio-cultural context. Methods used in the work include analysis of literature and evaluation of examples and formulation of a theoretical model of biophilic school design. Inclusive education, outdoor classrooms, universal design principles become part of contemporary school, where the boundaries between teaching and learning, between physical activity and active leisure activities disappear. A review of the literature has shown that the biophilic properties of learning environments, i.e. the combination of the benefits of the natural environment and natural materials with natural light, air, changing stimuli and their interaction with indoor areas, etc., have a positive impact on the overall quality of the learning environment and on the physical and mental health of the pupil. The hypothesis that biophilic design principles can be successfully applied to the design of modern sustainable schools has been validated by the analysis of literature sources and practical examples. After analyzing and comparing three most widely used methodologies for biophilic design and project evaluation, the biophilic index components assessment system of N. A. Salingaros (2019) was selected for the evaluation of school projects and the formulation of biophilic school design principles; this methodology is flexible enough and at the same time provides quantitative estimate of the object under valuation, the value, which is indicative of the biophilic content of the building design.The analysis and assessment of selected historic, modernized and new-build Lithuanian schools highlight the following elements and features relevant to biophilic school design: daylight, plant motifs in the decoration, color harmony, plastic lines, tectonicity, indoor microclimate regulation. The analysis of contemporary school designs in temperate and hot climates and non-traditional education environments in different countries has identified the following elements and features relevant to biophilic school design: maximizing daylight in learning spaces, indoor plants and green walls, natural elements and colors in the interior, patterns and textures characteristic to nature, and the formation of outdoor classrooms and outdoor spaces. In summary the study identified factors important for the design of a biophilic school in Lithuanian context, including natural lighting, natural colors characteristic of the natural environment with bright contrasting color insertions, organic curvilinear shapes, natural elements and motifs, natural, local materials, connection to ecosystems, plants, animals, clear planning of easily perceived spaces, outdoor classrooms, gardens, water motif. Keywords: Learning environments, school architecture, biophilia, biophilic design. [From the publication]