Alternative Education

Alternative Education

The city of excess antagonism between academia and the real world

Rebecca Chong | A0160533N | NUS MArch Architecture thesis

Alternative Education The city of excess antagonism between academia and the real world

by Rebecca Chong A0160533N

Architectural Design Research submitted to the Department of Architecture in partial fulfilment of the requirements for the Degree of

MASTERS OF ARCHITECTURE at the National University of Singapore Academic Year 2019/2020 Semester 1 & 2

Under the supervision of Dr. Ruzica Bozovic Stamnenovic

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DE D ICAT I ON This thesis project is dedicated to my deceased friend, Jakub Ĺ˜Ă­ha, whom I have lost to depression. You were one of the most resilient people I have known despite your endings.

Through the period I have known you, you constantly brought a smile on my face. Thank you for being the one to make me realise my fullest potentials and capabilities, especially coming from a pessimistic background. I will always remember our cherished moments and will also, therefore, live with honour. Rest in peace, Jakub.

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R EF L E C T I O N I often prayed for Alternative Education to be the best project in my 7 years of architecture education. Well, I am proud to say it is. The journey started based on my curiosity to explore the topic of depression and resilience as a result of personal experience.

The topic was extremely challenging to tackle academically and emotionally as I drifted in and out of grieve countlessly. Then, it was easier to understand depression more than resilience.

Not long after, through my semester 1 nearing the end, I left home due to domestic violence. It has been a long period of tears and insecurities. The physical and emotional displacement took a toll on my mental health but I know it was my battle to fight. After the semester, I planned a 2 weeks budget backpacking trip to Taiwan with the leftover sum from the scholarship fund. During my travels, I have made international friends, wandered about and watched the rural lives, and made a few mistakes with the public transport. Through my journey, I have learned to quickly adapt to changing situations and source for new solutions in a composed manner. The trip was essential, it has brought me a new sense of awakening and refreshment I needed for semester 2. Now, I have begun to understand what resilience truly meant and was genuinely excited for the future.

Amidst semester 2, Covid-19 has disrupted my preparation for the finals. Home-based learning has been difficult as real-life communications diminish and digitalized conversations become an agenda. Confined within the same space and expected to work, live, and play creates an unnatural setting. Likewise, the lack of facilities and equipment prevent students from practicing rather than to emerge wholly on theories, straining their relevance from the real-world. Nonetheless, this pandemic has been a blessing in disguise as it has reminded me of the purpose of Alternative Education - a self-regulated and socially inclusive learning paradigm that bridges the academia and the real world gap.

Through the hardships, I have matured and developed greater resilience. I am thankful for life and for the people who gave me supports along the way. Endings are merely the start of a new beginning.

Rebecca

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Image source: Surreal portraits dealing with isolation, Fubiz media

AB S T R A C T This thesis proposes inculcating mental resilience on a socioeconomic level, through a decentralized learning paradigm, Alternative Education, that integrates academia and the real-world. The terms ‘academics’ and ‘real-world’ applied in this dissertation refers to the educational institutional domain and the working-life sphere. The issue is that the advancement of Artificial intelligence (AI) had caused a technological disruption leading to economics and individual threats, and is anticipated to cause further detrimental effects following the unprecedented revolutions in the 21st century; aggravating the mental health landscape. Yet, humankind today lacks the resilience and skills required to conquer the radical uncertainties. Resilience remains a mere concept and academia continues to emphasize irrelevant predetermined traditional skills. However, to flourish in the 21st century, the role of education must fulfill a powerful learning condition through the establishment of a self-regulated, socially inclusive, AI and technology proficient, flexible, mobile, and upgradable environment.

Through these, Singapore’s future mental health landscape will foresee a positive influence. Herewith research question arises: How can architecture design a new learning paradigm that narrows the academic-real world gap and sets the stage for the development of resilience?

Keyword: academia-real world, AI, education, flexible, mental resilience, mental health landscape, mobile, practice, revolutions, reinvent, socioeconomics, self-regulated, socially inclusive, theory, upgrade, uncertainties.

Issue The unprecedented revolutions of technological disruption and the rapid economy in Singapore are anticipated to aggravate the mental health landscape, yet humankind lacks the resilience and skills required to conquer the radical uncertainties in the 21st century.

Thesis statement To flourish in the 21st century, academia must integrate real-world experiences and establish a self-regulated and socially inclusive environment. Furthermore, students must be proficient in AI and technology to stay relevant and resilient towards psychological hacking.

Image source: New graphic identity

Research question How can architecture design a new learning paradigm that narrows the academic-real world gap and sets the stage for the development of resilience?

Hypothesis If the architecture of the 21st century education is highly flexible, mobile, and upgradable, then learning becomes a homogenous, expandable and productive process, and supports the growth for independence and adaptability.

Image source: Luna, tumblr.com

ACKNOWLEDGEMENT I would like to express my sincere gratitude to my professor, Dr. Ruzica Bozovic Stamnenovic, for the continuous support of my Master’s degree study and related research, for her passion, encouragement, and immense knowledge. Thank you for extending genuine care and concern through my tough times, as a student and person. Thank you for your kind words and affirmations when I lack self-belief. Thank you for always reminding me of my strengths and pushing me beyond the boundaries. Thank you for your sophistication and wisdom.

Besides my advisor, I would like to thank tutor Tomohisa Miyauchi, Dr. Simone Shu-Yeng Chung, Associate Professor Fung John Chye, and my studio mates for the insightful comments during the process.

In addition, special thanks to my family and architecture friends for supporting me throughout the semester.

Image source: The wooden skillet

CONTENTS 01

The revolution of the 21st century

02

Mental resilience in the 21st century

03

Mental health landscape in Singapore

04

Aims and objectives

05

The idea of academia and the real-world

06

The polarized discourse of academia and the real-world 6.1 Materials conditions: Physical disconnection, environmental features and the roles in society 6.2 Social conditions: The inclusivity of public education and the consequences of age division

07

The role of future education

08

Design proposal: a decentralized learning paradigm 8.1 Site proposal: The third space 8.2 Design parameters: emerging economics and contextual demands 8.3 Design parameters: the roles of individuals in society 8.4 Design strategies: Characteristics of the future learning paradigm

09

Conclusions

10

Annexes 10.1 Annex A: Revolution of Educational Institutional typologies in Singapore 10.2 Annex B: Education system in Singapore

11

Bibliography 11.1 Thesis bibliography 11.2 Annex bibliography 11.3 Image bibliography 11.4 Figure bibliography

Figure 1: Technological distruption in the 21st century

0 1 T HE R E VO L UTI O N O F 2 1ST CENTURY It is the first time throughout history that the future is more difficult to predict than before. The advancement of Artificial Intelligence(AI) in the 21st century has caused humankind to face unprecedented revolutions and radical uncertainties.

In the past, people had meager knowledge of the future but were assured that the basic features of human society will prevail. However, humankind today has entered into the transitional phase of an automation revolution era which will cause a great cascade of an economic and social shift to begin. 1 Unlike the previous three revolutions that occurred almost every half a century, the fourth industrial revolution onwards will foresee an accelerated pace of technological disruption.

It was anticipated that by 2025, major changes will happen every decade and subsequently even quicker. 2 By 2050, twothirds of the future generations will be engaged in jobs that are currently nonexistent and only one-third of their career will involve traditional skills. Such as reading, writing and arithmetic proficiency, all known as Intelligence Quotient(IQ). By then, traditional skills are likely to become obsolete. The future job markets and lifestyles are expected to face immense psychological problems as technologies mutate humankind. Perhaps, within a decade or two, billions of people will be deemed as economically redundant and their skills will be unmarketable. 3 (refer to figure 1) In the 21st century, Emotional Intelligence(EQ) will gain prominence. Future jobs require creativity, curiosity, communication, collaboration, and critical thinking, along with leadership and adaptability. As change is the only constant, humankind needs to preserve mental and emotional balance, readapt quickly in unfamiliar situations, and constantly reinvent themselves. When everything is in flux, it is likely to involve intense levels of stress. For change is frequently stressful and people by a certain age prefer stability and fewer adjustments. However, to stay relevant in the future, humankind cannot afford stagnancy in life, which may subsequently result in them being more clueless. (refer to figure 2 and 3) Moreover, bioengineering and direct brain interfaces will increase humankind’s life expectancy. Likely, fifty years old in the future will still be considered young and fit for the economy; reiterates the point that changes are inevitable and perpetual. 4 Furthermore, the future advancement in biotech and infotech will rapidly create new approaches that give humankind the power to engineer and manufacture life - the body and mind. The transformation is fuelled by machines and robots that not only replace human’s physical abilities but also capable of mimicking the cognitive skills only humans can possess. This system integrates the knowledge of life sciences and social sciences that studies human behaviour and the biochemical mechanism which constructs one’s emotions, desires, and choices. In other words, the algorithm has resulted in humankind to become vulnerable to psychological hacking and ideological brainwashing. If humankind becomes entirely reliant on the system to predict all decisions, then any disorientation in the consciousness may aggravate the mental system, causing stress and breakdowns. 5

Figure 2: Average reskilling needs

Figure 3: Responses to shifting skills needs

1 Harari, Yuval N. “resilience.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p301-304.

2 Harari, Yuval N. “the technological challenge.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p29.

3 Harari, Yuval N. “resilience.”, p304.

4 Ibid., p304-309.

5 Harari, Yuval N. “the technological challenge.”, p309-312.

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Image source: Anthony Zinonos Image source: Andrea Torres Balaguer

0 2 M E N T A L RESI L I ENCE I N THE 21ST C E NTU RY By the middle of 21st century, life will come apart at the seams. The relevance between different phases of life will increasingly become disassociated from one another. In the world of profound uncertainty, it is unclear what skills are needed to conquer the age of bewilderment except to armour oneself with mental resilience. 6 According to psychologists, mental resilience is a multifaceted phenomenon with diverse definitions. The American Psychological Society defines it as a process of ‘bouncing-back’. This definition captures an individual’s quality that suggests the ability to adapt to adverse, traumatic, and threatening circumstances. The continuum range from low to high to extremely high. 7 However, that is not to say highly resilient individuals and communities are invulnerable, as resilience is a dynamic process of development and it can accumulate or reduce over time. 8 (refer to figure 4) In Singapore, the concept of mental resilience has recently taken prominence in the working sphere and the academic real.

Albeit the rise in awareness, mental resilience remains merely a concept taught through workshops and training. 9 Contrary to these methods, neuroscientists suggested that resilience should be incorporated into daily lives from a young age.

This is due to the plasticity of the young brain which formulates 85% of the perspectives, relations, and crucial thoughts about the world. Similarly, an individual’s earliest experiences will well into adulthood, shaping their mental resilience and physical behaviours later in life. By adolescent years, the brain has predominantly been reconditioned extensively and the brain becomes less malleable. However, it is the most effective phase for independence growth through a higher level of complex reasoning skills and social affiliations. 10 Resilience is a self-measuring tool used to mitigate negative situations. It is often misunderstood as a quality that can only be nurtured in adulthood, instead of perceiving it as a skill that can be conditioned to grow. As resilience is a state of mind, it is undeniably challenging to instill these values directly into others. Only through experiences and failures, humankind will learn to prevent and combat the negative outcomes. 11 To inspire a positive reform on the future mental health landscape in Singapore, resilience must be inculcated at a socioeconomic level 12 and from a young age. Especially, in places where speed and changes are relative issues to stress.

Figure 4: Taxonomy and definition of mental resilience

6 Harari, Yuval N. “resilience.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p301-304.

7 Sadhbh Joyce et al., “Road to Resilience: A Systematic Review and Meta-Analysis of Resilience Training Programmes and Interventions,” BMJ Open 8, no. 6 (June 2018): e017858, https://doi.org/10.1136/bmjopen-2017-017858.

8 Public Health England, “Building Children and Young People’s Resilience in Schools” (PHE publications, September 2014), https://assets.publishing.service.gov.uk/ government/uploads/system/uploads/attachment_data/file/355766/Review2_Resilience_in_schools_health_inequalities.pdf.

9 Lim, Wei Da, and Guan HongTan. “Strengthening Singapore’s Resilience.” Centre for Liveable Cities (CLC). Last modified 2018. https://www.clc.gov.sg/docs/defaultsource/articles/strengthening-singapore’s-resilience.pdf.

10 Hermes, “Make Mental Resilience Part of Work Environment,” The Straits Times, September 4, 2019, https://www.straitstimes.com/forum/letters-in-print/make-mentalresilience-part-of-work-environment.

11 Michelle Ribeiro, “How to Become Mentally Strong: 14 Strategies for Building Resilience,” PositivePsychology.com, July 4, 2019, https://positivepsychology.com/mentallystrong/.

12 OECD.org - OECD. Accessed September 13, 2019. http://www.oecd.org/cfe/leed/Fostering-Resilient-Economies_final_opt.pdf.

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Image source: Andrea Torres Balaguer

0 3 M E N T A L HEA L TH L A NDSCA PE IN SINGAPORE In a fast-paced Singapore, stress is an omnipresent part of life. Despite the recent increase in mental health campaigns, depression remains a highly avoided topic due to the lack of social acceptability and strong stigmatization. 13 Excessive stress may lead to clinical depression, also known as the common cold of mental health issues. 14 According to the World Health organization(WHO) study conducted in 2015, the report shown that Singapore had the highest rate of depression in Asia. Specifically, Major Depressive Disorder (MDD), Alcohol Abuse(AA) and Obsessive-Compulsive Disorder(OCD) being the most prevalent mental health issues. Despite being reputable for healthcare, the nation consists of only one public Institute of Mental Hospital (IMH) and relies only on 2.8 psychiatrists and psychologists per 100,000 residents, falling short behind WHO’s an ideal ratio of 10 to 100,000 respectively. 15 (refer to figure 5) Today, depression affects 6% to 7% of Singapore’s population. Specifically the students, working adults, and elderly. 16 An international finding suggests that Singapore students experience chronic stress and anxiety in terms of academics grades and external curriculum performance. IMH reported receiving 2400 new cases per annum from 2012 to 2017, in regards to this particular reason. Furthermore, parental interference and pressure may further aggravate mental distress. 17 On the other hand, 92% of Singapore working adults face tremendous stress exceeding the global average of 82%. This is due to the lack of welfare support at work placements and the unpreparedness for retirement. 18 Meanwhile, the elderly face difficulties in pacing up with rapid growing Singapore. 42% of them face financial worries and health issues with plans to work past the age of 70. Amongst them, 62% experience chronic stress and 52% live paycheck to paycheck. 19 (refer to figure 6) In spite of the varying reasons, the overall statistics form a similar pattern that explains the overarching cause of stress as a result of Singapore’s perfectionist culture and rapid growing society, where speed and quality are paramount.

Figure 5: Mental health landscape in Singapore 13 Y M Lai, C P H Hong, and C Y I Chee, “Stigma of Mental Illness” (2000).

14 “Coping with Depression – Institute of Mental Health.” Institute of Mental Health. Accessed August 18, 2019. https://www.imh.com.sg/wellness/page.aspx?id=554.

15 The Online Citizen, “What Is the State of Mental Health in Singapore?,” The Online Citizen (The Online Citizen, April 17, 2019), https://www.theonlinecitizen. com/2019/04/17/what-is-the-state-of-mental-health-in-singapore/.

16 The Online Citizen, “What Is the State of Mental Health in Singapore?,” The Online Citizen (The Online Citizen, April 17, 2019).

17 Tjeremy@st, “More Teens in Singapore Seeking Help at IMH for School Stress,” The Straits Times, April 12, 2019, https://www.straitstimes.com/singapore/education/ more-teens-in-singapore-seeking-help-for-school-stress-at-imh.

18 Sean Lim, “A Whopping 92% of Working Singaporeans Are Stressed – and Women Are Prioritising Families over Themselves, Study Finds,” Business Insider Singapore, March 26, 2019, https://www.businessinsider.sg/a-whopping-92-of-working-singaporeans-are-stressed-and-women-are-prioritising-families-over-themselves-studyfinds/.

19 Jerene Ang, “60% of Singaporean Staff Experience above Average Stress Levels,” Human Resources Online, May 28, 2018, https://www.humanresourcesonline.net/60of-singaporean-staff-experience-above-average-stress-levels/.

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Consequently, chronic mental distress has led to several health impacts on Singaporeans. Today, Singapore is also the most sleep-deprived society with more than half the population sleeping less than 8 hours on average. 20 Overall, Singapore’s wellness index has dropped by 1.7 points from 2018 to 57.8. It is currently lower than the global average of 62. Therefore, this makes Singapore the fifth-lowest ranked for wellness globally. The assessment included the five pillars of the physical, financial, workplace, social and family wellness. 21 Moreover, when stress is not well managed and becomes intolerable, it may turn into self-harm. Since 2018, Singapore has reported a 10% surge in suicidal rate amongst the younger generations, aged between 10 to 29. Males dominate the figures as they face greater pressure by society, which measures success based on masculine qualities. 22 As a result, humankind has grown impatient towards behaviours that seem to depict weaknesses. (refer to figure 7) Thus, the mental health landscape in Singapore by 2025 will progressively become a worrisome obstacle as society accelerates in the automation revolution period. Furthermore, the perfectionist culture 23 and the misguided mentality towards future success suggest a rejective attitude towards failure, which is a crucial aspect for cultivating mental resilience. 24 The concept of resilience may be straightforward and simple to grasp, however, it will only remain a theory without the ground for practices.

Figure 6: The affected populations

Figure 7: The consequences on health 20 Rong Wei Neo, “TODAY,” TODAYonline, March 26, 2019, https://www.todayonline.com/singapore/sleep-deprived-singaporean-workers-among-most-stressed-globallysurvey.

21 Cigna 360, “2019 Cigna 260 Well-Being Survey,” Cigna Official Site (Cigna, March 26, 2019), https://wellbeing.cigna.com/360Survey_Reportpdf.

22 CNA, “Suicides in Singapore up 10% Last Year, Record High among Boys,” CNA (CNA, July 29, 2019), https://www.channelnewsasia.com/news/singapore/suicidesnumber-2018-teenagers-boys-highest-11761480.

23 Singapore Women’s Weekly, “Is Perfectionism Taking over Your Life? Learn to Let Go,” The Singapore Women’s Weekly (The Singapore Women’s Weekly, August 6, 2018), https://www.womensweekly.com.sg/health/wellbeing/dont-let-your-perfectionist-streak-rule-your-life-learn-to-let-go/.

24 Johnson J , et al. “Resilience to Emotional Distress in Response to Failure, Error or Mistakes: A Systematic Review. - PubMed - NCBI.” National Center for Biotechnology Information. Accessed October 18, 2019. https://www.ncbi.nlm.nih.gov/pubmed/27918887.

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Image source: Kang, Victoria and Marta Knas

0 4 A I M S A ND O BJ ECTI V ES Based on the previous researches that support raising resilience on three specific factors: reinventing oneself; 25 maximizing the plasticity of the young brain; 26 inculcating resilience on a socioeconomic level. 27 Thereon, the thesis aims to highlight the potential of demonstrating a positive influence on the mental health landscape in Singapore, through deeper research on the future pedagogies cornering the unprecedented 21st century revolutions. Besides, education in Singapore plays a significant role in student’s lives and is capable of empowering a dynamic change. A school is a neutral place that provides protective resources and has a statutory responsibility to ensure the physical and mental wellbeing of all students. 28 Above all, it is an important transitional phase from childhood to adulthood.

0 5 T H E I D E A O F A CA DEMI A A ND TH E RE AL WORLD At present, academia and the real world are two separate realms. 29 In Singapore, schools follow a meritocratic education system that rewards students based on academic achievements in light of motivating “success”. While the extreme competitions result in academic excellence, however, this learning mechanism may have adverse effects on fostering resilience. Students may suffer from depleting confidence due to the rise in elitism and social mobility, or other health issues. 30 In place of curiosity and creativity as an inherent part of life, most educators and students today are conformed by the dominant culture of compliance and standardization. The rote learning methods have caused a lack of perceptive understanding, questioning, and coping with adverse situations. Most of the school environments today remain a teachercentric setting and continues stressing the importance of academic achievements. While grades are important, they are not deterministic feature but rather a diagnostic quality. 31 (refer to figure 8) On top of that, students are directed through the MOE resilience programs such as the enhanced Outdoor Education (OE) curriculum, Co-curricular Activities (CCA) and weekly class bonding sessions. 32 This results in academia as a sphere of simulated scenarios, while the real-world constitutes actual events that do not reward success based on grades. Comparatively, the concept of resilience taught in school is inapplicable in the real-world as the magnitude of real-life problems fluctuates.

Furthermore, 7 out of 10 students in Singapore expressed their uncertainty in the relevance between their tertiary education and the workforce. Amongst the surveyed group, 73% of the students agreed that their studies will be useful for the industry and 93% were affirmative regarding life-long learning. However, only 58% of the working adults agreed on the significance of their education in the real world and only 63% voluntarily sought self-improvement courses beyond their jobs. 33 (refer to figure 9) The discrepancy in the results is an instance that reiterates academia and real-world as two independent dimensions with limited relevance. School is a commonplace to learn theories and surplus values but often lacks opportunities for practices. Whereas the real world is an immediate sphere of stress, completely detached from theories. This creates a gap between the transition from youthful idealism to the realistic realm of adulthood, known as the academia-real world gap or the theory-practice gap. 34 Thus far, there is a distinction in both the levels of resilience and skills. Hence, the more academia-real world gap must be urgently addressed.

Figure 8: The current education system in Singapore

Figure 9: Millieu survey in Singapore

25 Harari, Yuval N. “resilience.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p301-304.

26 Hermes, “Make Mental Resilience Part of Work Environment,” The Straits Times, September 4, 2019, https://www.straitstimes.com/forum/letters-in-print/make-mentalresilience-part-of-work-environment.

27 OECD.org - OECD. Accessed September 13, 2019. http://www.oecd.org/cfe/leed/Fostering-Resilient-Economies_final_opt.pdf.

28 “Nurturing Students.” Home. Last modified September 17, 2019. https://www.moe.gov.sg/education/education-system/nurturing-students.

29 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.” Taylor & Francis. Last modified 23, 2018. https://www.tandfonline.com/doi/full/10.1080/0309877X.2018.1483016?src=recsys.

30 Hafiz, Muhd. “Meritocracy, Inequality and Elitism in Singapore’s Education System: An Essay.” Medium. Last modified August 12, 2017. https://medium.com/@fizfuzzy/ meritocracy-inequality-and-elitism-in-singapores-education-system-an-essay-8b27d058dc63.

31 Sir Ken Robinson. “Bring on the Learning Revolution!” TED: Ideas Worth Spreading. n.d. https://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution/upnext.

32 “Holistic Health Framework.” Home. Last modified October 11, 2018. https://www.moe.gov.sg/education/programmes/holistic-health-framework.

33 BEGUM, SHABANA. “Youth Feel School Doesn’t Equip Them for Work.” The Straits Times. Accessed November 2, 2019. https://www.straitstimes.com/singapore/youthfeel-school-doesnt-equip-them-for-work.

34 Bjorck, Ville. “The Idea of Academia and the Real World and Its Ironic Role in the Discourse on Work-integrated Learning.” Taylor & Francis. Last modified September 27, 2018. https://www.tandfonline.com/doi/full/10.1080/0158037X.2018.1520210.

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Image source: Kang, Victoria and Marta Knas

0 6 T H E P OLA R IZED D ISC O UR SE OF ACADEMIA AN D THE REAL- WORLD In response to the academia-real world gap ( refer to figure 10), contemporary researchers proposed the Work-Integrated Learning (WIL) model as a form of higher education in the 21st century. 35 In Singapore, students under the WIL model participate in an internship program, where they develop competencies and advancements through paid employment with firms relevant to their fields of study. At work placements, students foster resilience through the practice of interpersonal skills and expand professional networks. 36 This dualistic approach is a way of overcoming the leap from the students’ life into adulthood by connecting the theory-based learning in school with the practice-based learning at work placement. 37 On an intangible level, the WIL model has reduced the academia-real world gap through the direct association between the two terminologies. Nevertheless, the WIL model in itself has (re)produced further discourse as it has created the very gaps that it aimed to bridge. 38 The following sections will discuss the factors that contribute to the ambivalence through the material and social conditions, with supporting examples from the local context.

6.1 Material conditions: Physical disconnection, environmental features and the roles in society Noticeably, the physical disconnection between academia and the real world is one of the most discernible problems.

The difference in localities and the physical settings were based on traditional social positions established way back as a means to specify their roles in society - theory; practice. This system has followed through and explains the reasons for today’s unchanged educational structure. 39 For an example of the dualistic approach, polytechnics and universities are government schools based on the WIL model. However, they exist as independent and isolated compounds that are usually situated in the neighbourhood areas. 40 Despite being considered a public domain, these schools are physically detached from the real-world - live, work and play. Conversely, Singapore Management University (SMU) and some other niche schools such as School Of The Arts (SOTA), Nanyang Academy of Fine Arts (NAFA), and Laselle are centralized locations within the city. This allows students to gradually assimilate themselves in the real-world, increase networking opportunities and cultural exposure. 41 In this sense, the physical proximity between academia and the real-world has been reduced. Yet, it does not necessarily mean that students will gain more resilience or real-world skills since academia is still constrained within a separated space. In other words, the dualism of academia and the real world does not guarantee that the experiences are interchangeable. Therefore, this contributes to the argument that the physical distance between academia and real-world (re)produces other layers of discourse.

However, it is arguable that the Bhabian notion of third space with the concept of heterotopia by Foucauldian provides the scope for a discursive space and non-dualistic space. The third space in this sense is a single setting, an external domain outside the usual places which consists of a hybrid of regular activities - academia and the real world. Through the conflicting logics and rules in a neutral space, a new paradigm and practice will arise. 42

Figure 10: The polarized discourse 35 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.” Taylor & Francis. Last modified 23, 2018. https://www.tandfonline.com/doi/full/10.1080/0309877X.2018.1483016?src=recsys.

36 “Integrated Work Study Programme.” Singapore Institute of Technology: University of Applied Learning. Accessed November 3, 2019. https://www.singaporetech.edu. sg/industry-global-exposure/integrated-work-study-programme.

37 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.”

38 Ibid.

39 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.” Taylor & Francis. Last modified 23, 2018. https://www.tandfonline.com/doi/full/10.1080/0309877X.2018.1483016?src=recsys.

40 “Post-Secondary.” Home. Last modified October 9, 2019. https://www.moe.gov.sg/education/post-secondary#universities.

41 “Why Join SMU MiM.” Welcome to Lee Kong Chian School of Business (SMU). Accessed November 3, 2019. https://business.smu.edu.sg/master-management/aboutmim/why.

42 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.”

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Image source: Andrea Torres Balaguer

Moreover, Singapore has undergone a revolution of Educational Institutional (EI) typologies 43 (Refer to Annex A) and the four major academic transformations 44 (Refer to Annex B). Yet the ideologies of the physical structure have barely changed since the early 19th century. Today, local schools are still predominantly constructed in traditional forms and broadly utilitarian and standardized in planning. For instance, the mundane way-finding corridors, rigid classroom configurations, and slab block buildings remained as distinguishing features. On top of that, local schools are highly protected zones that draw physical boundaries from the neighbouring surroundings. 45 Within the enclosed perimeters, learning continues to take place within a teacher-centric environment and students are provided with an abundance of resources, services, and facilities. To thrive in such a sheltered environment, it is unsurprising why Singaporeans develop an instrumentalism mindset and foster resilience at a slower pace. 46 Hence, the rigid and non-autonomous academia environment today is in many ways a polarized opposite of the real-world - devoid of economic hardships, financial burdens, and complex social responsibilities. Consequently, the lack of resilience in humankind at present will eventually become an alarming problem by 2050.

To counter the contrasting positions, the concepts of Future Learning Spaces (FLS) has been adopted as a contemporary strategy to reform the stagnant and instructional pedagogies. The FLS combines various fields of study that were previously fragmented and dispersed into a commonplace. Subjects that require custom-tailored technologies are based in a contentspecific learning space. While the content-flexible learning space caters to multi-learning purposes that constitute lowtech public displays and adjustable furniture configurations. 47 The concept of FLS is an advancement from the traditional typologies, however, the transformation is limited to the same locality and the confinement of standard classroom size.

Hence, it does not in any way reduce the dualism approach nor narrows the academic-real world gap. Nevertheless, these are useful research for the thesis as it sets new directions that lead to divergent architecture designs.

43 “Conservation Portal -.” Urban Redevelopment Authority (URA). Accessed October 17, 2019. https://www.ura.gov.sg/Conservation-Portal/Resources/ Articles?bldgid=LTIN. 44 Tan, Charlene, Kim Koh, and William Choy. “(PDF) The Education System in Singapore.” ResearchGate. Last modified January 1, 2016. https://www.researchgate.net/ publication/311992398_The_education_system_in_Singapore.

45 “Urban Redevelopment Authority.” Urban Redevelopment Authority. Accessed October 11, 2019. https://www.ura.gov.sg/Corporate/Guidelines/Development-Control/ Non-Residential/EI/Setback.

46 Tan, Tarn How. HEAD Foundation – Human Capital & Education for Asian Development. Accessed November 18, 2019. https://www.headfoundation.org/ papers/2015_4)_Is_It_Time_For_A_New_Approach_To_Education_In_Singapore.pdf.

47 Hod, Yotam. “(PDF) Future Learning Spaces in Schools: Concepts and Designs from the Learning Sciences.” ResearchGate. Last modified August 1, 2017. https://www. researchgate.net/publication/319274928_Future_Learning_Spaces_in_Schools_Concepts_and_Designs_from_the_Learning_Sciences.

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6.2 Social conditions: The Inclusivity of public education and the consequences of age division Ultimately, humankind will need to constantly reinvent themselves economically and socially as knowledge, skills, and jobs are likely to be replaced quickly in the 21st century. 48 Today, the society has been convinced that age-grading in academia is a natural process as it has been implemented since the beginning of the education system. The assumption was constructed upon the evolution of the Prussian educational model, a strategy adopted by the Americans and later standardized globally. It presumed that students of similar age when categorized into clusters were easier to instruct both academically and cognitively. In fact, it had caused adverse effects on quick-thinking students by delaying their learning process and, conversely, caused more detrimental impacts on the slow-learning students. 49 As a result, the negative stress learning environment leads to high levels of unnecessary pressure and thus, affects the development of resilience.

Furthermore, the real world is a domain that constitutes people of all ages - children; teenagers; adults; elderly. The interactions between the older and younger generations in daily lives are a gradual learning process of complex social responsibilities. In schools, students switch between the two roles of being equal towards their peers and submitted towards teachers - the authority. This is extremely crucial as an oversimplification of the relationships formed from a young age leads to the misconception that only the experts could teach. This on other layers creates a dualistic perception of relationship. Instead, students should mingle in an all-age inclusive learning environment to slowly assimilate the intricacy of life and practice the different social roles under varying circumstances. As a result, school becomes a practiceground for EQ skills that are crucial for the future. 50 Hence, to raise a resilient nation in the unprecedented revolution, Singapore must eradicate the one-fit-for-all 10 years of compulsory education system 51 and public education must provide equal learning opportunities for learners from all walks of life. That way, public education will truly live up to its name. The 21st century learning environment should allow students the freedom to curate personal educational path based on interests and future ambitions, regardless of academics strengths and age. Through the process of self-acknowledgement and self-supervision, it sets a possibility for the growth of resilience and the reduction of the academic-real world gap.

48 Harari, Yuval N. “resilience.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p301-304.

49 Viviani, Niccolò. “Why Dividing Us by Age in School Doesn’t Make Sense.” Medium. Last modified June 11, 2016. https://medium.com/the-exofiles/why-dividing-us-byage-in-school-doesnt-make-sense-c6d1b5d79f0c.

50 Viviani, Niccolò. “Why Dividing Us by Age in School Doesn’t Make Sense.” Medium. Last modified June 11, 2016. https://medium.com/the-exofiles/why-dividing-us-byage-in-school-doesnt-make-sense-c6d1b5d79f0c.

51 “Compulsory Education Act is Passed - Singapore History.” EResources | National Library Board Singapore. Accessed November 10, 2019. http://eresources.nlb.gov.sg/ history/events/6668d338-1cf6-42a6-be5d-220b02a1faca.

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Image source: Pinterest Image source: Pinterest

0 7 T H E R OLE O F F U TUR E ED U C AT ION In many ways, academia has created a fake world 52 for students, detached in both the physical and mental transition from the education phase to the working sphere. In the 21st century, the lack of self-reinvention and resilience will leave more people destitute; 53 aggravating the mental health landscape. Thus, resilience is especially important in an era of enormous misinformation circulated across diverse platforms causing irrelevancies. To thrive the unprecedented revolutions, humankind must be extremely resilient in the face of new peculiar problems generated by mass information, superintelligent machines, engineered bodies, and uncannily precise algorithm that manipulates the emotions. The definition of resilience in the future is about knowing the truth of oneself, the self-identity, self-actualization, existential purpose, and ambitions. 54 Therefore, the role of education in the 21st century is to prepare students from a young age for the real-world through a self-regulated network. Students will immerse in the AI and technological landscape, utilizing Additive Manufacturing (AM) machineries to invent and test ideas. On the other hand, they will engage in real-life activities and develop an entrepreneurial mindset. As a result, students build purposeful and mutually empowering relationships with the internal and external community. In other words, they will be highly involved in collaboration with supervisors and clients. Through the application of professional tactics, students will experience a series of processes - critical thinking; evaluating; risktaking; decision making; failures; restrategizing. At the same time, developing their resilience and EQ skills. This way, the future education narrows the academia-real world gap and learning thus becomes connected, relevant and powerful. 55

52 Viviani, Niccolò. “Why Dividing Us by Age in School Doesn’t Make Sense.” Medium. Last modified June 11, 2016.

53 Harari, Yuval N. “resilience.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p301-304.

54 arari, Yuval N. “the technological challenge.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p29.

55 Puckett, Katie. “The Future Of Education.” The Possible. Last modified November 7, 2019. https://www.the-possible.com/future-of-education-digital-campus-learningteaching/.

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DESIGN PROPOSAL

Figure 11: Masterplan

Figure 13 Jurong East’s demographics

0 8 DE SIG N PR O PO SA L: A D EC EN T RALIZED LEARN IN G PARADIGM The thesis proposes a vertical and decentralized learning paradigm through the integration of academia and the real world in a singular system; undefined by physical contrasts 56 and age division. 57 (refer to figure 11) The project adopts an umbrella concept where the Alternative Education begins from a central point, diffusing outwards over a period. Learning occurs outside the pivotal point into the surrounding knowledge-based space to enhance the research process. Overall, the project consists of six cores namely the Digital and Technology core as the main core, the business and innovation core, the science and technology core, the creative core, the agriculture core, and the sports core. These cores are dispersed into the surroundings according to the types of knowledge-based space. In the future, the smart building will be constructed based on two design parameters: emerging economic and contextual demands; the roles of individuals in society. Thus, education will be shaped by students between 5 to 18 and the community. As a result, the criteria will determine the flexibility, mobility, and upgradability of spaces, constructed from futuristic materials. Through the smart systems that make informed and calculated decisions based on the surroundings, academia offers insight and inspiration back to society. Ultimately, the dynamic network of the new urban commoning characterized by relevant real-world issues, AI and technologies, and smart systems, aims to empower economic resilience, social resilience, and individual resilience.

The next section will begin with the site proposal, then enumerate the points stated above with further elaborations in the later following sections.

56 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.” Taylor & Francis. Last modified 23, 2018. https://www.tandfonline.com/doi/full/10.1080/0309877X.2018.1483016?src=recsys.

57 Viviani, Niccolò. “Why Dividing Us by Age in School Doesn’t Make Sense.” Medium. Last modified June 11, 2016. https://medium.com/the-exofiles/why-dividing-us-byage-in-school-doesnt-make-sense-c6d1b5d79f0c.

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Figure 12: Land distribution

8.1 Site proposal: The third space The project is located on the site of the Jurong Lake District, a sub-region of Jurong East. In the future, Jurong Lake District (JLD) will become Singapore’s second largest Central Business District (CBD). The 360 hectares of the master plan aims to become a sustainable district for the future and create new opportunities for the 21st century. (refer to figure 12) It includes 20,000 new homes; 10,000 new jobs; 106 hectares of the park; 7 hectares of tourism hub; Kuala-Lumpur-Singapore HighSpeed Rail (HSR) terminus; and 10 million of locals and foreigners. Within one mixed-use tower, commercials, offices, hotels, residential units, galleries and more, will be integrated. This is known as white zoning. The planning incorporated flexibility and adaptability, crucial for the rapid growing economy. 58 Hence, the new gateway for Singapore in the west region is, in many ways, a futuristic third space 59 to situate the new learning paradigm as the combination of the working sphere and daily lives provide real-life experiences. 60 As JLD is an enormous site, the thesis will begin the core of intervention on the new island, the former Jurong Country Club, as it provides direct physical extension form the white zone; reduces the academia-real world gap. Gradually, the expansion of academia will infuse into the inhabitant spaces and other knowledge-based space, depending on future needs. Moreover, Jurong East as compared to the other four regional centres in Singapore has the lowest percentage of younger generations ranging from zero to nineteen years old. (refer to figure 13) Due to Jurong East as a mature manufacturing estate since Singapore’s independence. Hence, to situate the project at JLD it could potentially motivate the increase in the younger population. 61

58 Jurong Lake District Singapore. Accessed November 8, 2019. https://www.jld.sg/.

59 Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.”

60 Jurong Lake District Singapore. Accessed November 8, 2019.

61 “Jurong East (Planning Area, Singapore) - Population Statistics, Charts, Map and Location,” Citypopulation.de, 2018, https://www.citypopulation.de/php/singapore-admin. php?adm1id=506.

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Figure 14: Design diagrams

Figure 15: Design compoenents

19

8.2 Design parameters: emerging economic and contextual demands Albeit it is unsure what definite spaces will be required in the uncertain 21st century, the thesis will base on the speculations from current trends of issues to extrapolate spatial ideas. With the rapid birth of new problems every decade, the future learning paradigm must be highly reactive and adaptive to the economic transformations by providing supporting relevant spaces. For instance, Singapore in recent years had been experiencing spiraling stress due to technological disruption, negative environmental impacts, unaffordable healthcare, increased inequality, and other social and political problems. 62 Hence, this suggested the potential for various Research and Development (R&D) labs, maker’s space, content-specific labs, content-flexible labs, AM warehouse, as the few primary spaces. Over time, new learning spaces will emerge based on economic and contextual demands, replacing the redundant ones. Hence, the emergence and disappearance of learning spaces are directly affected by the parameter. (refer to figure 19) 8.3 Design parameters: the roles of individuals in society On the other hand, the construction of new learning spaces is affected by the roles of individuals in society. In the period where humankind has to constantly reinvent themselves, 63 collaborate with professions, 64 apply and test innovations, the creation of ad hoc spaces will emerge to meet the individual’s demands. For instance, collaborative space, pop-up galleries, IT assistive products, health-screening pods, and more radical concepts will develop along the way. Otherwise, the individual’s knowledge gained from the real-world experiences can be contributed back to academia and vice versa. (refer to figure 20) Therefore, the higher the individual and social participation, the more energetic the education landscape is.

8.4 Design strategies: Characteristics of the future learning paradigm Based on the rising conditions indicated by the design parameters, time and speed in the future are qualities more indispensable than ever. To meet the demands with efficiency and precision, the characteristics of the future learning paradigm must be highly flexible to cater to a wide range of interests; extremely mobile to increase learning productivity; technologically and spatially upgradable to stay relevant.

The design process begins with a cylindrical form for a 360 degree multi-directional distribution of the Autonomous Classroom(AC) unit system that reinterprets the definition of a learning space. (refer to figure 14) The core is crafted with dissection and a 90 degree twist to enhance passive strategies. Within the building, a central core, periphery columns, and the shear facade are formulated to resist the torque created by the twist. The facade provides deep shade into the open interior and supports environmental mechanics such as the wind turbines and greywater regeneration systems.

To enhance the socially inclusive environment, Alternative Education weaves nature and pockets of communal spaces through the ground floor and the tower. Within the cores, a diversity of hard spaces (refer to figure 40 to 45), active spaces, and soft spaces (refer to figure 19 to 26) are stacked to form a hybrid of educational and social space, enhanced by the mobility cores. (refer to figure 15) This ensures that Alternative Education strives to become a synergistic interlocking cluster that creates the urban friction for new communities and growth. (refer to figure 16)

Figure 16: Analog of 4 typical schedules

62 Thum, Ping Tjin. “The 28 Most Important Issues Facing Singapore.” New Naratif. Last modified September 4, 2019. https://newnaratif.com/research/the-28-mostimportant-issues-facing-singapore/.

63 Harari, Yuval N. “the technological challenge.” In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p29.

64 Puckett, Katie. “The Future Of Education.” The Possible. Last modified November 7, 2019. https://www.the-possible.com/future-of-education-digital-campus-learningteaching/.

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Figure 17: Section

21

Sky high auditorium Digital lab

Communal spaces Digital Exhibition

Kindergarten

Library 22

Figure 18: Isometric sections

Figure 19: Recreational jogging track and grandstand

Figure 21: Cafe Alfresco

Figure 20: Recreational swimming pool 23

Figu

ure 22: Overview of kindergarten

Figure 23: Kindergarten’s reading space 24

Figure 24: Overview of communal space

Figure 25: Overview of library

Figure 26:26: Library Figure Library 25

Figure 27: Community kitchen 26

Figure 28: Public recreational level (1st) 27

Flexibility o f spaces

On a macroscale, the core is defined into two portions - the podium and tower. The podium is a public realm that consists of mostly recreational programmes, the teahouse; the book cafe; the bicycle cafe; outdoor swimming pool; sauna and steam facilities; public and private washrooms; the community clubhouse; aquarium; gym; meditation centre; and the tram station.

Between the public to the private realm, the tower, the physical connection is defined by the nature and spatial void. The tower alternates between the soft and the hard spaces in sequence - kindergarten (soft); Digital exhibition (hard); Digital lab (hard); Library (soft); 3 tiers of communal spaces (soft); the sky high auditorium (hard); and the AC units hangar (hard). During different times of the day, the students move between their respective learning spaces to the podium level to the other cores depending on their schedule. Likewise, a member of the public may utilize both the recreational and educational resources such as the Skillsfuture to support lifelong learning. The educational core as a content-specific learning space is a permanent support system for the AC units to conveniently attach and detach whenever. This provides the opportunity to configure learning at any time.

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Figure 29: Recreational and kindergarten (2nd)

Figure 30: Tram station and recreational (3rd) 29

Figure 34: Communal space (15th)

Figure 31: Digital Exhibition (4th)

Figure 35: Communal space (16th)

Figure 32: Digital lab (7th)

Figure 36: Communal space (17th) Figure 37: Sky high auditorium (18th)

Figure 33: Library (13th)

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Figure 38: Elevation

Flex ibility o f spaces

On a microscale, the architecture of the Autonomous Classroom (AC) unit is a modular system that replaces a traditional classroom setting. Within an AC unit, retractable seats provide larger space, the Holographic system and Virtual Reality (VR) system replaces traditional books and worksheets, and the dimmable and writable glass provides larger active discussion spaces. The AC unit is more than a mere transportation method but also provides learning opportunities to collate, co-share and collaborate. Overall, the flexibility of both macroscale and microscale constructs a self-regulated network.

Mobility o f mo d u les

To increase the flexibility between the educational cores, the AC unit incorporates a detachable drone-like rotor mechanical system that flies the students between points. However, the AC units should only be utilized by students and registered professionals. For the general public, the tram system connects the individuals between cores and several drop off points - Lakeside drop off point; Chinese Garden drop off point; Jurong East drop off point; JLD drop off point; South drop off point; and the Pavilion drop off point. Both the accessibility for the AC units and tram system are controlled via a biometric system to ensure the safety of the students and properties. With the convenience of the AC units and tram system, learning between knowledge based space thus becomes a homogeneous and productive process.

Up g rad ability o f learn in g spaces

To reduce the need for the deconstruction of redundant spaces, the upgradability is extremely crucial. In the future, digital and machines will be transformed into compacted size and integrated within the AC units. The upgradability brings convenience to the future and allows the modification of existing spaces. For instance, collaboration spaces may transform into walk-in medical pods, robotmediated surgery, instant digestive tanks, and other semi-living spaces, at any point in time.

8.5 Smart materials

To construct these alternatives, the future learning paradigm utilizes cutting-edge materials that are quick to build, durable, self-sustainable and recyclable.

Permanent space: The foundation and core of the building The permanent spaces will be constructed by self-healing concrete and 3D graphene. The self-healing material has a lifespan of 200 years and the production reduces greenhouse gases. On top of that, the material produces calcite that regenerates any damages. The 3D graphene is a lightweight material that has 200 times of steel’s strength but 5% of the density. Thus, the 3D graphene is a potential material for the core, while the self-healing concrete is a suitable material for the preservation of building systems and machinery conditions. 65 (refer to figure 25 & 26) Apart from these high technological materials, the architecture of the soft spaces are covered with nature, water features, timbers, and textured concrete surface to provide a sense of scale and human touch.

Figure 39: Exploded isometric of drone

Flexible space: Autonomous Classroom (AC) unit Since learning in the future is autonomous and quick to transform, recyclable and light-weight materials are essentials. Some of the potential materials are aluminum foam, translucent wood, nanocrystal. The aluminium foam is a 100% recyclable material suitable for cladding. While, the translucent wood is a 90% transparent and biodegradable material suitable for solar panels, windows, and contemporary structures. Lastly, the nanocrystal is a smart window system that allows the control of light and multi-purpose. These materials provide high levels of transparency, efficiency, and lightness. 66 (refer to figure 27 to 29)

65 Zitzman, Lior. “18 Future Building Materials That Will Change Construction.” BigRentz: The Nation’s Largest Equipment Rental Company. Last modified June 26, 2019. https://www.bigrentz.com/blog/the-future-of-buildingmaterials.

66 Zitzman, Lior. “18 Future Building Materials That Will Change Construction.” BigRentz: The Nation’s Largest Equipment Rental Company. Last modified June 26, 2019. https://www.bigrentz.com/blog/the-future-of-buildingmaterials.

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Figure 40: Digital exhibtion

Figure 41: Overview of the bottom half

Figure 43: Within the digital lab

Figure 42: View from drone at Digital exhibtion 35

Figure 44: Sky high auditorium

Figure 45: Discussion within an AC unit 36

CO N C LU S I ON

In conclusion, resilience is an intangible quality that is impossible

to manifest directly into physical forms. Nevertheless, it is possible to design a viable environment that sets the conditions to foster this powerful quality .67 Alternative Education inculcates resilience on four layers. Firstly, the assimilation of academia with real-world that cultivates a resilient mindset towards failures and strengthens the adaptability in the face of adversities. Secondly, the competency in AI and technology prevents psychological hacking 68 due to a deeper understanding of the complex technological disruption. Thirdly, the flexible and self-regulated network empowers resilience through the decision making. Lastly, education as a reflection of emerging problems is a symbolic architecture that serves as a mental orientation in the real-world.

Through these strategies, the inculcation of resilience will ensure that the future mental health landscape in Singapore will observe a positive influence and academia will fulfill a powerful learning condition for independent thinkers, in the participation of ideation and leadership skills.

67 Maree Harris, n.d., accessed November 16, 2019.

68 Harari, Yuval N. “resilience.� In 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2019, p301-304.

Figure 46: Overview of Alternative Education

ANNEX

Image source: Pinterest

1 0 . 1 A N N E X A : Revoluti on of Educatio n al In stitu tio n al typo lo g ies in Sin g apor e 19th Century: First history of academia Since the first history of academia founded by Reverend R. J, Darrah in 1834, school typologies in Singapore have transformed periodically based on economic needs. The first school was initially known as the Singapore Free School and was later renamed as Raffles Institution(RI). Since the establishment, RI was thereon seen as an ideal educational model and schools were on demand. Eventually, more mission schools and various vernacular schools were set up in the city centre to serve different groups based on ethnicity and culture. EI was a potent symbol of social and economic change and most of the schools served as architecture and community landmarks. 1 Traditionally, the physical structures were built of durable materials for safety, permanence, and endurance. Each had unique architecture features that expressed their cultural beliefs and community pride. For example, each vernacular schools were located in different areas based on whether the education was for the Chinese, Malays or Indian communities.

Malay schools were mostly situated in Telok Blangah and Kampong Glam, the majority of the Chinese schools were located in the Chinese business district of Chinatown, and the Tamil schools were located along Serangoon and Tanjong Pagar.

Some of the traditional Chinese schools such as the former Chui Eng Free School followed a traditional Chinese school typology, which emphasized the centrality of the courtyard with private spaces aligned by the sides. Other examples are the former Vinayagananda Tamil School and the first Anglo-Chinese School House(1886), both were situated in a shophouse along Serangoon Road and Amoy street respectively .2 On the other hand, westernized schools such as former Saint Joseph’s Institution(1852); former Convent of the Holy Infant Jesus(1854); former Saint Andrew’s School(1862); former Victoria School(1876); former Saint Anthony’s Convent and Saint Anthony’s Boys school(1879); and former Fairfield Methodist School(1888); were all built as an individual institution compound. Each of them was constructed with similar European architecture features such as a plaza, cathedral and dome roof .3 Early 20th Century Later in the early 20th century, vernacular schools began to be more receptive to Western influences. Over time, their physical structures reflected a certain style and movement. Firstly, it was the Alsagoff Arabic School(1912) which followed a Dutch Indies brick and plaster style and featured wide verandahs and double storey high arches with handcrafted castiron balusters. Along with other examples such as the former Tao Nan School(1912) completed in neo-classical style with features of the French Renaissance, the former Hong Wen School(1920) which featured the European Art Nouveau tiles on the facade, and the former Chong Cheng School(1930s) which was inspired by the Art Deco style that emphasized clean geometrical lines. During that period, the choice of architecture style was a symbol of wealth, power and modern education. 4 Late 20th Century: Post-war developments Nearing the end of the late 20th century, many schools were either demolished or relocated into new towns where the population was re-housed under the Housing Board Development(HDB) policies. Similar to the HDBs, Schools became the emerging architecture projects and were largely replicated typologies. The physical forms transformed into a standard and modernized slab blocks. Spatial planning was straightforward and highly pragmatic and new functions such as field and multi-purpose hall were integrated to encourage physical activities. These were one of the many ways to construct a learning environment that supports health. Furthermore, early research on designing wellness was part of the significant changes in the learning environment. Schools began to include designing for air quality and ventilation, natural daylighting, and acoustic qualities. Beyond a conducive environment, eco-gardens and eco-ponds doubled as social spaces .5 The current Educational Institutional typologies Currently, the education system is shifting to a student-centric and value-driven phase, known as the 21st Century Competencies and Student Outcomes(21CC frameworks). Under this framework, students are expected to pick up EQ skills along with other technical skills to stay relevant in the future. They are also expected to emerge as self-directed and confident individuals, concerned citizens, and active contributors. 6 Currently, all EI developments are controlled by the Urban Redevelopment Authority(URA) parameter and guidelines. EI developments are to comply with the plot ratio, building heights, floor-to-floor heights, road buffer, building setback from the boundary, school field and indoor sports hall, commercial quantum, and more. As a result, schools are highly protected areas and independant compounds that must establish a distance from the neighbouring blocks. 7

1 “Singapore Free School is Opened - Singapore History.” EResources | National Library Board Singapore. Accessed September 20, 2019. http://eresources.nlb.gov.sg/ history/events/34e52586-72fa-4d0c-9551-a9fd86cb89ab.

2 “Conservation Portal -.” Urban Redevelopment Authority (URA). Accessed October 17, 2019. https://www.ura.gov.sg/Conservation-Portal/Resources/ Articles?bldgid=LTIN. 3 “Conservation Portal -.” Urban Redevelopment Authority (URA). Accessed October 17, 2019.

4 Ibid.

5 “Conservation Portal -.” Urban Redevelopment Authority (URA). Accessed October 17, 2019. https://www.ura.gov.sg/Conservation-Portal/Resources/ Articles?bldgid=LTIN. 6 “21st Century Competencies.” Home. Last modified October 11, 2018. https://www.moe.gov.sg/education/education-system/21st-century-competencies.

7 “Urban Redevelopment Authority.” Urban Redevelopment Authority. Accessed September 18, 2019. https://www.ura.gov.sg/Corporate/Guidelines/Development-Control/ Non-Residential/EI/Setback.

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1 0. 2 A N N E X B: Educ ati on s ys tem in Sin g apo re The survival-driven phase: 1959 to 1978 The most impactful transformation on education in Singapore was after independence in 1965. Since that period, Singapore has undergone four major education evolution. The first development was known as the ‘survival-driven’ phase which emphasized on training students to become workers to boost Singapore’s independence and industrialization. That forward-looking mindset was cultivated by the ruling People’s Action Party(PAP) government, under the leadership of Lee Kuan Yew, who saw the potential in expanding the export-oriented economy and overseas industrial investment.

Henceforth, education started to emphasize more on technical advancements which characterize ITEs, Polytechnics, and vocational school for the disabled. Moreover, students were expected to attain bilingualism with English as a first language, followed by their Mother Tongue Language(MTL). The instrumental aim of education reflects its clear pragmatic intention in preparing students with linguistic and industrial skills for the workforce. 1

The efficiency-driven phase: 1978 to 1996 According to the Report of the Ministry of Education in 1979, it revealed a large 20-30% school dropout rate due to the students’ incapabilities to cope with bilingualism. As a result, the government replaced the ‘survival-driven’ mindset with the second development known as the ‘efficiency-driven’ phase. The aim was to refine each student’s competency in response to the demands for skilled workers in a range of specific industries. Thereupon, weaker students studied a year longer and their results determined the range of eligible courses they could participate. The education system continues to adjust until the recession in the mid-1980s revealed that Singapore’s workers compared to Americans, Taiwanese and Japanese, were far more under-educated. Consequently, this gave rise to a strict emphasis on examinations and the streaming system. Primary school students are required to take the Primary School Leaving Examination(PSLE) and their grades would determine the streams. Namely, the Express, Special, Normal(Academics), and the Normal(Technical), ranging from the strongest clusters to the weaker clusters of students. Additionally, top secondary schools were renamed as ‘independent schools’, also known as private schools today, and students were provided with greater learning opportunities than students from public schools. For instance, independent schools provided students with leadership opportunities and spearhead innovations and pedagogy, which prepares them for a professional career. On the other hand, public school students horned pragmatic skills and knowledge which prepares them for the industrial world. By the 1990s, the government observed improvements in the ratio of educated Singaporeans, 20% of the students received technical-vocational education at the ITEs, 40% obtained a diploma from the polytechnics, and another 20% pursued higher education in universities. 2

The ability-driven phase: 1997 to 2011 The third phase is known as the ‘ability-driven’ phase which promotes the philosophy of a ‘Thinking Schools, Learning Nation’(TSLN) as a response to the high-value-creation economy. “Thinking school” emphasizes creative thinking skills and advocates on lifelong learning. While “learning nation” emphasizes on education as one of Singapore’s national identity and pride. In schools, students were encouraged to collaborate knowledge-based learning with active communications, such as Information and Communications Technology(ICT). These strategies were claimed to facilitate the development of the school’s culture and continual improvements .3

The current phase: 2011 to present Currently, the education system is shifting to a student-centric and value-driven phase, known as the 21st Century Competencies and Student Outcomes(21CC frameworks). It has introduced a new policy on ‘Teach Less, Learn More’(TLLM).

Educators are no longer a dispenser of knowledge, rather, they are expected to facilitate the student’s creative learning. To support this new philosophy, MOE aims to reduce examinations and the content in the curriculum. On top of that, the ‘white space’ concept was proposed as a platform for professional engagement between educators and students. White space provides reflection time outside of academics schedule to improve the effect of pedagogy through authentic assessments.

Apart from the EQ skills, selected public schools will equip students with digital literacy, such as coding classes. Overall, MOE stresses on students emerging as self-directed and confident individuals, concerned citizens, and active contributors.

(Refer to figure xx). The “Desired Outcomes of Education” states what the students should have attained by a certain educational level. Apart from growing intellectually, students have to develop an appreciation for aesthetics and key values such as courage and resilience, which are the core of the 21st century. 4

1 Tan, Charlene, Kim Koh, and William Choy. “(PDF) The Education System in Singapore.” ResearchGate. Last modified January 1, 2016. https://www.researchgate.net/ publication/311992398_The_education_system_in_Singapore.

2 Tan, Charlene, Kim Koh, and William Choy. “(PDF) The Education System in Singapore.” ResearchGate. Last modified January 1, 2016.

3 Tan, Charlene, Kim Koh, and William Choy. “(PDF) The Education System in Singapore.” ResearchGate. Last modified January 1, 2016. https://www.researchgate.net/ publication/311992398_The_education_system_in_Singapore.

4 Tan, Charlene, Kim Koh, and William Choy. “(PDF) The Education System in Singapore.” ResearchGate. Last modified January 1, 2016.

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BI BL I O GRA PH Y

Image source: Pinterest

1 1 . 1 T H E S I S BI BL I O GRA P HY BEGUM, SHABANA. “Youth Feel School Doesn’t Equip Them for Work.” The Straits Times. Accessed November 2, 2019. https://www.straitstimes. com/singapore/youth-feel-school-doesnt-equip-them-for-work.

Bjorck, Ville. “Problematising the Theory’practice Terminology: a Discourse Analysis of Students? Statements on Work-integrated Learning.” Taylor & Francis. Last modified 23, 2018. https://www.tandfonline.com/doi/full/10.1080/0309877X.2018.1483016?src=recsys.

Bjorck, Ville. “The Idea of Academia and the Real World and Its Ironic Role in the Discourse on Work-integrated Learning.” Taylor & Francis. Last modified September 27, 2018. https://www.tandfonline.com/doi/full/10.1080/0158037X.2018.1520210.

“Coping with Depression – Institute of Mental Health.” Institute of Mental Health. Accessed August 18, 2019. https://www.imh.com.sg/wellness/page. aspx?id=554.

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1 1 . 4 FI G U R E BI BL I O GRA P HY Figure 1: Own source Figure 2 and 3: “The Future of Jobs Report 2018,” n.d.

Figure 4: adapted from: Sadhbh Joyce et al., “Road to Resilience: A Systematic Review and Meta-Analysis of Resilience Training Programmes and Interventions,” BMJ Open 8, no. 6 (June 2018): e017858, https://doi.org/10.1136/bmjopen-2017-017858.

Figure 5: adapted from: The Online Citizen, “What Is the State of Mental Health in Singapore?,” The Online Citizen (The Online Citizen, April 17, 2019), https://www.theonlinecitizen.com/2019/04/17/what-is-the-state-of-mental-health-in-singapore/.

Figure 6: adapted from: Jerene Ang, “60% of Singaporean Staff Experience above Average Stress Levels,” Human Resources Online, May 28, 2018, https://www.humanresourcesonline.net/60-of-singaporean-staff-experience-above-average-stress-levels/.

Figure 7: adapted from: Rong Wei Neo, “TODAY,” TODAYonline, March 26, 2019, https://www.todayonline.com/singapore/sleep-deprived-singaporean-workers-among-most-stressed-globally-survey. And CNA, “Suicides in Singapore up 10% Last Year, Record High among Boys,” CNA (CNA, July 29, 2019), https://www.channelnewsasia.com/news/singapore/suicides-number-2018-teenagers-boys-highest-11761480.

Figure 8: Own source Figure 9: adapted from: BEGUM, SHABANA. “Youth Feel School Doesn’t Equip Them for Work.” The Straits Times. Accessed November 2, 2019. https://www.straitstimes.com/singapore/youth-feel-school-doesnt-equip-them-for-work.

Figure 10: Own source Figure 11: Own source Figure 12: adapted from: Jurong Lake District Singapore. Accessed November 8, 2019. https://www.jld.sg/.

Figure 13: adapted from: “Jurong East (Planning Area, Singapore) - Population Statistics, Charts, Map and Location,” Citypopulation.de, 2018, https:// www.citypopulation.de/php/singapore-admin.php?adm1id=506.

Figure 14 to 46: Own source

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Image source: Pinterest

THE END

Rebecca Chong | A0160533N | NUS MArch architecture thesis