ABSTRACT In 1970, Sim Van der Ryn, professor of architecture at the University of California in Berkeley, together with a group of collaborators, who included the schoolchildren themselves, embarked on a series of experiments in alternative school designs. The emphasis was on breaking down the institutional spatial order into smaller, ad hoc, personalised spaces, or else spaces for unexpected encounters. By the early 1970s, a new generation of architects had begun to critique what they considered to be the repressive ideological apparatus of the classroom, with its rigid seating arrangements, furnishings, lesson plans, and hourly divisions – in short, the whole pedagogical apparatus of what Michel Foucault called the ‘disciplinary society’. While this and similar experiments, I argue, had limited effect on subsequent school buildings, most of which remained institutionally conventional, they foreshadowed the work spaces of new companies in Silicon Valley and elsewhere that promoted creativity and collaboration among elite employees.

中文翻译：

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教育“创意班”：1970 年代初期的反纪律学校建筑

摘要 1970 年，加州大学伯克利分校建筑学教授 Sim Van der Ryn 与包括小学生在内的一组合作者开始了一系列替代学校设计的实验。重点是将制度空间秩序分解为更小的、临时的、个性化的空间，或者是意外相遇的空间。到 1970 年代初期，新一代建筑师开始批评他们认为是课堂压制性意识形态机器的东西，包括严格的座位安排、家具、课程计划和每小时划分——简而言之，整个教学机构米歇尔·福柯所说的“规训社会”。我认为，虽然这个和类似的实验对后来的学校建筑影响有限，