Kampung Education: Active Learning through Vernacular Spaces by Jovan Chen

Kampung Education: Active Learning through Vernacular Space

Jovan Chen Thesis Research 2024

Kampung Education: Active Learning through Vernacular Spaces Abstract Education has continuously evolved alongside sociopolitical and technological shifts, progressing from medieval elitism to guild-based apprenticeships, industrial institutions, and now, into the rapidly changing landscape of the information age. A Dell Research Report states that “An estimated 85% of the jobs in 2030 haven’t been invented yet. The pace of change will be so rapid that people will learn “in-the-moment” … thus the ability to gain new knowledge will be more valuable than the knowledge itself,” emphasizing the need for meta-learning(active) over passive knowledge acquisition. Yet, contemporary educational spaces and pedagogies remain rooted in passive engagement and rigid boundaries, limiting learners’ ability to adapt to the uncertainty and complexity of modern society. This thesis extrapolates the uncertainty of societal and technological shifts to assert the relevance of meta-learning(active learning) by implementing a vernacular spatial framework from Jakarta’s Kampung community. The Kampung— known for its diverse, resilient, and informal urban spaces—offers a living testbed for understanding how spatial configurations encourage multiple modes of learning, interaction, and collaboration. By examining the spatial dynamics of the Kampung and its intersection with Jakarta’s formal urban environment, the research seeks to reimagine educational spaces as adaptable, interactive, and integrated with the city. Utilizing the border between Kampung and Jakarta’s urban fabric as a site of inquiry, this thesis proposes a new model for educational spaces that embraces vernacular spatial principles to promote active learning. This approach aims to

dissolve the boundaries between schools and cities, fostering a learning ecosystem that responds dynamically to societal and technological change.

Thesis Advisor Kane Yanagawa Thesis Consultant XX

Research 06

Education through the lense of Society History and Development Timeline of Education

I. The Changing Landscape 21st Century Education Elements of Educational Space School Building Typology

II. Learning from Vernacular Spaces From Walled City to Kampung Enclaves Community-based Urbanism

III. Kampung Typology Research Kampung Case Study Kampung Spatial Framework The Unique Identity

IV. THE Hypothesis One size doesn’t fit all Exercise I: Grafting Spaces

Design XX

XXX

Education through the lenses of Society

“A School for Boys and Girls,” Jan Steen 1670

History and Development Education has always been one of humanity’s most fundamental tools for survival, progress, and transformation. As this timeline of educational history illustrates, the evolution of formal education is deeply interconnected with the development of human culture, reflecting the shifting priorities, values, and advancements of civilizations over millennia. From its nascent stages in ancient societies to the sophisticated systems of the modern era, education has not only been shaped by the cultures that created it but has also actively influenced the trajectory of human civilization. Ancient Times. In Ancient Egypt, one of the earliest civilizations to establish formal education, 6

schools served as training grounds for scribes and administrators, reflecting the societal emphasis on governance, record-keeping, and religion. Similarly, in Ancient China, the creation of schools during the Xia dynasty was designed to educate aristocrats in rituals, literature, and archery, underscoring the Confucian ideals of order, hierarchy, and moral cultivation that dominated Chinese culture for centuries. Education here was less about innovation and more about preserving and transmitting cultural values. Meanwhile, in Ancient India, education was passed down orally and centered on spiritual and philosophical pursuits. The three-step process of Shravana (hearing), Manana (reflection),

and Nididhyasana (application) exemplifies the connection between education and personal transformation in Indian traditions. This focus on introspection and wisdom laid the foundation for disciplines like yoga, logic, and metaphysics that continue to influence global thought today. In the West, Ancient Greece revolutionized education with a distinct focus on critical thinking, physical training, and the pursuit of excellence. The Socratic method—built on dialogue and inquiry—epitomizes this era’s commitment to intellectual rigor and democratic ideals. The Greeks’ informal yet structured approach to learning was further developed during the Roman Era, which adopted Greek pedagogical practices but emphasized rhetoric and law to suit the needs of their expanding empire. These systems of education reflected the sociopolitical priorities of their time and reinforced the civic identities of their citizens. Middle Ages. The Middle Ages marked a period where education was predominantly controlled by the Church, reflecting the era’s deep religious influence on all aspects of life. Monastic schools preserved classical knowledge and ensured its transmission, while the rise of universities in the 12th century—such as those in Bologna and Paris—heralded a new era of scholasticism. These institutions sought to reconcile faith with reason, laying the intellectual groundwork for later cultural revolutions. Renaissance Period. The Renaissance was a turning point, as humanism sparked a revival of classical learning and emphasized the value of arts, literature, and philosophy. Thinkers like Comenius championed universal education, advocating for systematic teaching methods and broader access to learning. This period reflected humanity’s growing belief in the potential of the individual and the transformative power of knowledge.

means of personal liberation and social progress. The emphasis on experiential learning and civic responsibility during this era underscored education’s role in shaping not just individuals but also modern nation-states. Industrial Revolution. The Industrial Revolution brought about rapid changes in society and demanded new forms of education to prepare individuals for roles in industrialized economies. As urbanization and mechanization transformed daily life, education shifted from classical to practical knowledge, fostering skills that aligned with the needs of modern labor markets. 20th Century Education. The progressive education movement, championed by John Dewey in the 20th century, emphasized experiential learning, social responsibility, and the holistic development of individuals. This movement reflected the increasingly interconnected and democratic world, where education is seen as a means of nurturing creativity, critical thinking, and global citizenship. Throughout history, education has evolved in response to humanity’s needs and aspirations. It has served as a mirror of cultural values, a tool for social cohesion, and a catalyst for innovation and change. By examining its history, we can better understand how education not only reflects the progress of civilization but also serves as its engine, empowering generations to navigate the challenges of their time while shaping a shared future.

The Enlightenment took this further, promoting ideas of rationality, individualism, and empirical inquiry. Philosophers like John Locke and JeanJacques Rousseau redefined education as a 7

Timeline of Education 8

The Changing Landscape

21st Century Education Education of the 21st century is undergoing a profound transformation, driven by advancements in technology, cultural evolution, and the need for a more holistic approach to learning. At the heart of this transformation is the concept of the “meta-learner,” a framework proposed by the Boston-based Center for Curriculum Redesign (CCR). The meta-learner is built on three core components: knowledge, skills, and character, providing a comprehensive approach to education in a rapidly changing world. Traditionally, educational institutions and pedagogies were centered on the transmission of knowledge from teacher to student, often relying heavily on books and other static sources. Classrooms and lecture halls symbolized this paradigm, where the teacher was the primary authority, and the curriculum was designed to produce specialists for predictable roles in society. However, the rapid evolution of the Internet, artificial intelligence (AI), and global connectivity has rendered this model insufficient. Knowledge, once scarce and valuable, is now ubiquitous and instantly acces sible. This shift has diminished the importance of rote learning and placed a premium on the ability 10

to learn, unlearn, and adapt—the hallmarks of meta-learning. Meta-Learning. Meta-learning emphasizes resilience, adaptability, and the capacity to tackle uncertainty—skills that are increasingly vital in a world where the future is unpredictable. A research by Dell Technologies states, “An estimated 85% of the jobs in 2030 haven’t been invented yet. The pace of change will be so rapid that people will learn “in-the-moment” … thus the ability to gain new knowledge will be more valuable than the knowledge itself.” This startling projection underscores the need for education systems to focus not just on imparting knowledge but on fostering the skills and character necessary to navigate a rapidly changing landscape. Learners must be equipped to think critically, collaborate effectively, and approach challenges with creativity and confidence. Pedagogy. Pedagogies must evolve to prioritize active and experiential learning, where students engage with real-world problems and develop the ability to learn independently. The role of the educator is no longer that of a knowledge gatekeeper but a facilitator and mentor, guiding students to

become self-directed learners. The integration of AI and digital tools further supports this shift, enabling personalized learning experiences and expanding access to resources that empower learners to take ownership of their education. Transition. The convergence of these trends highlights the transition from traditional educational institutions to dynamic systems that prioritize the development of meta-learners. In this new model, the ability to adapt, innovate, and thrive in uncertain environments becomes the ultimate goal of education, preparing individuals not just for specific careers but for lifelong learning and personal growth.

source: Boston Center for Curriculum Redesign, “Education in the age of AI”

The Shift of Knowledge and Information Source 12

Elements of Educational Spaces

FURNITURE

Passiveness and Boringness Building on the transformation of education and the rise of the meta-learner, the design and structure of educational spaces must undergo a similar evolution. The physical environments in which education takes place are not neutral; they reflect and reinforce the pedagogies and learning methods they are designed to support. Traditional educational spaces, from classrooms to campuses, were shaped by the hierarchical, teacher-centered model of learning, which emphasized the unidirectional transfer of knowledge. These spaces prioritized control and order, often at the expense of creativity, interaction, and flexibility. In traditional pedagogy, the teacher was the central figure, and the classroom was designed to reflect this. Rows of desks facing a single point of authority—the teacher’s desk or podium—symbolized the one-way flow of information. This layout, coupled with rigid schedules and compartmentalized subjects, created an environment that prioritized efficiency and discipline over collabo14

INTERIOR

ration and adaptability. Lecture halls and libraries extended this model to larger scales, reinforcing the idea that knowledge was to be consumed passively rather than actively constructed. Such spaces mirrored the industrial-era approach to education, which aimed to produce specialists for predictable, stable roles in society. However, as pedagogies have shifted toward active and experiential learning, the inadequacies of these traditional spaces have become increasingly apparent. Active learning methods, which prioritize engagement, problem-solving, and collaboration, demand environments that are flexible and adaptable. For example, group projects require reconfigurable furniture, while hands-on activities benefit from open, modular spaces. The rise of interdisciplinary approaches further challenges the traditional layout, as these methods often require spaces that encourage interaction across fields and disciplines. The rigidity of conventional designs hinders the dynamic exchange of ideas and limits the potential for creativity and innovation

BUILDING

SMLXL. The diagram illustrates how educational spaces, at different scales, influence the perception and experience of learning. At the smallest scale (S), individual elements such as desks, chairs, and personal workspaces shape the learner’s immediate experience. These elements, often designed for passive use, can stifle engagement and limit the freedom to explore new ways of learning. At the medium scale (M), classrooms and lecture halls dictate how groups interact, often enforcing a top-down hierarchy that conflicts with collaborative pedagogies. Moving to the large scale (L), buildings and campus layouts reflect institutional priorities, with rigid zoning and segregated disciplines that restrict interdisciplinary collaboration. At the extra-large scale (XL), the relationship between campuses and cities determines how education integrates with the broader community, often isolating academic institutions from the real-world contexts they aim to address.

MASTERPLAN

principles of adaptability, inclusivity, and collaboration. The passiveness and rigidity of traditional spaces must give way to environments that inspire curiosity, foster creativity, and facilitate the fluid exchange of ideas. This requires a fundamental shift in how educational spaces are conceived and built, moving away from hierarchical structures toward flexible, learner-centered designs. Spaces must support the diverse needs of modern learners, integrating technology seamlessly while promoting active participation and real-world engagement. As education continues to evolve, so too must the spaces in which it occurs. By aligning the design of educational environments with the goals of active, experiential learning and the development of meta-learners, we can create spaces that not only accommodate but actively enhance the transformative potential of education in the 21st century.

In the context of the meta-learner, educational 15

School Building Typologies 16

Learning from Vernacular Spaces

Jakarta or previously called Jayakarta Port (prior to the establishment of Dutch Batavia), 1605

From Walled City to Kampung Enclaves

Castle Batavia port en The on the d located s demolishe wa ons trance t 4 basti til bu , t un in 1809 d intac remaine 1874.

1688 (Segregation Law forced indigenous population to live outside the city wall) 1780 (Dutch East India Co. era)

1629 (early colonial era)

1864 (Jakarta-Bogor Railway)

Jakarta was Pre-colonial era . Earliest called Jayakarta nt can be human setteleme 4th Century traced back the inscription AD where Tugu . The port city was discovered Tarumanagara was part of a Kingdom, Kingdom, Sund nate before it and Banten Sulta control. fell into Dutch’s

1740 (Batavia massacre: Chinezenmoord)

Jakarta’s Urbanism To understand how education of the future can integrate with vernacular spaces, it is essential to explore the historical and spatial evolution of Jakarta. Jakarta, originally a port city, has a complex urban fabric shaped by its colonial past, rapid modernization, and persistent vernacular traditions. This dynamic history has given rise to unique spatial typologies that reflect the cultural and socio-economic tensions between planned urban development and organic, community -based growth. Jakarta’s transformation began during the Dutch East India Company era in the 17th century. The city, then known as Batavia, was established as 20

During the Dutch Eas t Indies era rapid urbanizat ion happens tow ards the southern part of Bat avia. Dev elopment of Pasar Baru marke t in the 1820s,com pletion of the Tanjung Prio k port in 1886, and the develo pm and Gonda ent of Menteng ngdia gar den city marked the progre modern urb ss towards anization.

a fortified settlement, surrounded by a walled city that primarily catered to Dutch elites and their commercial interests. This structure intentionally excluded the indigenous population, pushing them to the periphery. The enactment of segregation laws, such as those following the Batavia massacre of 1740, reinforced this divide, creating a clear spatial and social boundary. Social Segregation. The 1740 massacre, where thousands of Chinese residents were killed or displaced, marked a turning point. Survivors and indigenous populations formed informal settlements, or kampungs, outside the city walls. These kampungs emerged as adaptive spaces—self-organized, resourceful, and deeply rooted in local

1949 (Kebayoran Baru Satellite City masterplan by the Dutch)

2000s (Economic Boom with Capitalist Market creates social gap)

1969 (Republic of Indonesia Reformation era) In the early 2000s the economic boom bring an average of 110.75% annual GDP growth, bringing immense growth and construction to Jakarta. Bringing the social gaps even further thus exemplifying the gap through real estate and private development.

1960 (Soekarno’s Mercusuar Project caused construction boom in Jakarta)

897 (Dutch East Indies era)

traditions. The typology of these settlements was vernacular by necessity, blending indigenous values with pragmatic responses to spatial constraints. Over time, kampungs became densely populated enclaves, characterized by narrow alleys, communal spaces, and hybrid structures that accommodated both living and working activities. Modernist European Urban Planning. The arrival of the Jakarta-Bogor railway in 1884 signified the onset of modern infrastructure and urban expansion. While the railway enabled connectivity and economic growth, it also contributed to a fragmented urban landscape. Development became concentrated along railway lines, leaving

es a s ther the 70 caused s During ect te crisi concre mega proj ’s e th ar ek no by by So the initiated sulting in n. Re io . ct plan constru halt of

2019 (Jakarta MRT Phase 1 starts operating)

kampungs in spatial tension with the planned city. This patchwork city growth intensified as colonial urban planning prioritized the creation of new districts for administrative and residential purposes, often neglecting the needs of kampung communities. Post-independence urbanization and projects like the Menteng development in the mid-20th century further exacerbated this fragmentation. Kampungs, while marginalized, persisted as resilient spaces that adapted to the pressures of modernization. These areas became hubs of traditional Indonesian values, fostering community cohesion, mutual aid, and localized economies amidst the rapidly transforming city. City of Tensions. Jakarta today is a city of con21

Growth of Jakarta from the 1600s until 2030

Purple color indicates Pre-colonial Era Blue color indicates Dutch Colonization Era Red color indicates Republic of Indonesia Era

trasts, where high-rise developments and modern infrastructure coexist with densely populated kampungs. This juxtaposition reveals a tension between the formal city and its informal counterparts. Kampungs, though often dismissed as underdeveloped, embody unique social and spatial qualities. They serve as vibrant community spaces, enabling traditional practices to flourish in the face of urban pressures. This phenomenon of patchy growth, where modern urban planning and vernacular settlements intersect, creates a rich and complex urban fabric. Kampungs act as counterpoints to the rigidity of planned urban spaces, offering a form of spatial resilience that aligns with the unpredictability of Jakarta’s growth. They demonstrate the potential for bottom-up, community-driven development to coexist with top-down urban planning. Vernacular Spaces as Platform for Education. As we consider the integration of future education into Jakarta’s urban landscape, kampungs pres

City and Kampung Area Mapping

ent intriguing possibilities. These vernacular spaces, shaped by history and tradition, offer ing environments. Their emphasis on communal interaction, adaptability, and resourcefulness aligns with the principles of active and experiential learning. The evolution of Jakarta’s kampungs from isolated enclaves to integral parts of the city highlights their potential as adaptive learning spaces. By embracing the vernacular typology and its inherent values, future education systems can bridge the gap between the rigidity of formal institutions and the dynamism of informal, community-driven environments. This convergence has the potential to redefine education not just as a process of knowledge transfer, but as an integral part of urban life that thrives in the interplay of tradition and modernity. fertile ground for the development of meta-learning environments. Their emphasis on communal interaction, adaptability, and resourcefulness aligns with the principles of active and experiential learning.

Kids playing around the river canal beside the Kampung area.

“Kampung adalah tempat dimana s

“Kampung is a place where e

semua orang saling bertegur sapa”

everyone greets each other”

Community-based Urbanism

diagram of social structure amongst the residents

Kampung and it’s Culture Kampungs represent a distinctive model of community-based urbanism, where tradition and adaptability coexist within the dynamic fabric of Jakarta’s growth. These settlements function through an organic yet structured hierarchy comprising RT (Pillars of Neighbors), RW (Community Units), and kelurahan (sub-districts). This decentralized governance fosters a strong sense of identity and belonging, rooted in “gotong royong” (mutual assistance), a cultural practice that unites residents through solidarity and cooperation. Informality. Despite their informal status, kampungs thrive as vibrant, dense, and resourceful spaces, capable of evolving in response to social, economic, and environmental challenges. Their adaptability arises from shared knowledge and collective problem-solving, enabling kampungs to remain resilient amid pressures from formal urban development and rapid modernization. This duality, where informal kampung life coexists with structured planning, creates an intriguing tension. Kampungs act as cultural and social anchors, preserving traditional Indonesian values while counterbalancing the rigidity of formal urban systems. The kampung is more than just a settlement pattern; it is a framework for resilience and inclusivity. Its structure encourages constant adaptation, fostering strong community bonds and a shared

identity. Kampungs have demonstrated a remarkable ability to “learn” and “relearn” through communal experiences, offering a living example of adaptive urbanism. This resilience makes them uniquely suited to navigate uncertainty and change, highlighting their role as laboratories of innovation within the urban landscape. As Jakarta continues to evolve, kampungs provide valuable lessons for the future of urban and educational spaces alike. Their emphasis on collaboration, cultural relevance, and the well-being of their residents underscores the potential of informal systems to address complex urban challenges. By bridging tradition with modernity, kampungs exemplify how deeply rooted communal practices can inform more inclusive and sustainable urban designs.

The Ladies and housewifes doing “gotong royong” to prepare communal meal

The residents doing “gotong royong” to clean roads

The residents doing “gotong royong” to build a mosque

30,480 RT (Pillars of Neighbors) 1,367 RW (Pillars of Residents)

267 Kelurahan

Social Community Structure describes how different scales of community leads to communal cohesion

n (Sub-district) 44 Kecamatan (District) 5 Kotamadya (City District)

Kampung Typology Research

Satellite imagery of Jakarta metropolitan area (Jabodetabek)

ampung Muara Baru Kampung Luar Batang

Kampung Rawa

Kampung Melayu

Kampung Density: Plans vs Perspectives; Boundaries vs Interfaces

From Plans to Perspectives

Investigation Kampung Our investigation into Kampung typologies began with the selection of four diverse sites across Jakarta: Kampung Muara Baru, Kampung Luar Batang, Kampung Melayu, and Kampung Rawa. These initial specimens offered a glimpse into the urban fabric of Jakarta’s informal settlements, providing distinct examples of how Kampungs operate spatially and socially within the dense city environment.

virtually, we encountered the intricate interfaces of Kampung life—the blurred boundaries between public and private spaces, the interplay of informal furniture arrangements, food stalls, motorbikes, and daily activities. These elements collectively create a rich spatial narrative that is invisible in two-dimensional plans. The streets come alive as spaces of interaction and adaptation, where the density fosters resilience and a unique communal spirit.

We adopted a two-pronged approach to analyze these sites: figure-ground mapping and street-level perspectives using Google Maps’ Street View. This dual method revealed a fascinating divergence in understanding spatial qualities. The figure-ground plans, while effective for defining boundaries and capturing the organic, non-linear layouts that contrast sharply with Jakarta’s rigid city grid, provided little insight into the dynamic spatial experiences within the Kampungs. The extreme density of these areas, with Floor Area Ratios ranging from 70-90%, meant that plans alone were unable to convey the vibrant, compact nature of these environments.

It became clear that while figure-ground plans are useful for identifying boundaries and overall patterns, street-level perspectives are crucial for understanding the experiential and qualitative aspects of Kampung spaces.

Shifting to a street-level perspective unveiled an entirely different dimension. Navigating the streets 36

In-depth Research. In this next phase, we selected a 100m x 100m section within Kampung Luar Batang for further analysis. This area was reconstructed in 3D with a high degree of precision, enabling us to capture the complexity of its spatial and social structures. This meticulous approach aims to bridge the gap between macro-level observations and micro-level interactions, providing a comprehensive understanding of how Kampung spaces function as resilient, adaptive, and vibrant urban environments.

100m x 100m

re a place whe Ojek Stand is rs wait for their scooter drive provide ride customer. They ents. resid by near service to to a nearby Usually located y they can enjo food stall, so e while chatsnacks and coffe alizing. soci ting and

Bambo o of scaf or other ty pes folding found are of on the ten ar alot of co ea since ns works are do truction ne ind ually or ividwith th neighb e help of ors.

ard nda (gu Pos Ro shed a small the post) is ted to let to designa n take tur nts ide res ring over du a “watch ng ” creati me hti nig nt. vironme safer en

stall nds or Food sta ated in the is often loc ir between the gray area street the house and g a transithus creatin ce. spa tional

Kampung Luar Batang Street View (Spatial Analysis)

Spatial Framework The Learning Society Kampung spaces provide a compelling framework to rethink future educational environments. These spaces thrive on adaptability, where social cohesion, interaction, and informal learning are integral to daily life. The diagram highlights the interplay between formal and informal, individual and collective dynamics, forming the foundation for inclusive and collaborative educational models inspired by kampung life.

Informal. The informal vitality of kampung life shows how learning is deeply rooted in communal interactions. Children learn through play and observation, adults share knowledge in everyday encounters, and collective problem-solving addresses shared challenges. This participatory model values lived experiences, making everyone a teacher and a learner. The kampung becomes a dynamic environment for growth, driven by collaboration and interaction.

In kampungs, learning emerges naturally through shared experiences rather than institutional structures. Streets, transitional spaces, and community anchors such as mosques or informal markets act as hubs for interaction and discussion. These spaces dissolve boundaries between public and private, fostering environments that support organic learning. Integrating activities like food stalls, play areas, and communal gatherings creates a vibrant setting for knowledge exchange and skill-building.

This kampung-inspired approach to education emphasizes openness and collectivity, challenging traditional hierarchies that separate institutionalized education from the lived realities of marginalized communities. By embracing the principles of inclusivity and adaptability found in kampung spaces, we can envision an educational future that bridges social divides and fosters shared learning for all.

The wheel of Resilience Community: Formal yet informal, Individual yet Collective

Typical Kampung Street Typology

“The quality of communities is their ability to combine two seemingly competing ch public and collective; on the other, they enable individual freedom

-MVR

Kampung Spatial Framework + Characteristics

haracteristics: density and individuality. On the one hand, communities are dense, m and identity, traits expressed through flexibility and diversity.”

RDV-

Reference: The Vertical Village, The Why Factory/ MVRDV

The Hypothesis One Size doesn’t Fit All The statement underscores the need for a transformative approach to educational spaces and pedagogy. Drawing from our research on kampung spaces and their dynamic, communal nature, we propose an alternative model called “Kampung Education.” This approach seeks to merge the organic, flexible qualities of kampung environments with the structured framework of contemporary educational systems. The vision highlights a symbiosis between educational spaces, site context, and kampung. This convergence fosters identity, engagement, and adaptability, resulting in an enriched learning environment that transcends traditional boundaries. Kampung Education operates on two interrelated realms: Spatial Prototypes and Programmatic Frameworks. Spatial Prototype Spatial prototypes include anchor spaces and activator spaces, which provide communal hubs and catalysts for interaction. These spaces are designed to be open, flexible, and inclusive, promoting active participation from locals, teachers, students, and passersby. They dissolve rigid hierarchies and encourage organic learning through informal exchanges and shared experiences. Programmatic Framework Programmatic frameworks outline a hybrid learning system that blends “high culture” institutional practices with “low culture” communal dynamics. By fostering collaboration, adaptability, and engagement, these frameworks cultivate a lifestyle of continuous learning. They emphasize social exposure and interaction, transforming education into a shared, everyday experience. At its core, Kampung Education envisions a hybrid meta-learning environment that is resilient, 42

inclusive, and vibrant. This model celebrates the richness of both formal and informal learning systems, offering an alternate reality where education becomes a communal and adaptive process, deeply rooted in the local context while remaining forward-looking and innovative.

EDUCATIONAL SPACE

CITY

“Low Culture”

“High Culture”

A Mix of cultures emphasizing communal lifestyle and social exposure

Exercise I: Grafting Spaces To test our hypothesis, we conducted a series of exercises, Exercise I: Grafting Spaces: focused on the integration of educational programs into a 100m x 100m kampung specimen that we decided. The selected programs (for now)—a classroom, a studio, and an auditorium—were carefully grafted into the existing kampung environment. This approach prioritized the organic spatial qualities of the kampung while minimizing design interventions, aiming to allow the inherent dynamics

of the site to guide the interaction between these new elements and the existing framework. By retaining the kampung’s spatial structure and embracing its informal, adaptive nature, we sought to observe how educational programs might harmonize with everyday life. This method emphasized the fluidity of kampung spaces, where public and private boundaries dissolve, and communal engagement thrives. The grafting exercise revealed a unique interplay between

these programs and the kampung’s physical and social environment, providing insights into how educational interventions can coexist with and enhance the existing community fabric. This exercise serves as an early test of Kampung Education’s potential to merge structured learning spaces with organic, community-driven environments, offering a promising model for adaptable, inclusive, and resilient educational frameworks.

Exercise I: Grafting Spaces Programmatic and Pragmatic The four selected programs—Studio, Workshop, Auditorium, and Classroom—were integrated into the kampung specimen to explore their interaction with the existing spatial and social dynamics. Each site was chosen for its distinct characteristics, showcasing how educational programs can adapt to and enrich the kampung environment. Site A The mosque, an anchor space, acts as a cultural and religious activator, fostering a sense of community. Adjacent to it, we grafted a studio, creating a space where students can study and interact while remaining engaged with the broader environment. A nearby food stall blurs the boundaries between the learning space and public activities, fostering inclusivity and informal engagement. The merging of these elements exemplifies how a kampung’s organic spatial qualities can facilitate dynamic and communal learning. Site B This site emphasizes “living by learning,” integrating small shops and stalls focused on building materials, metalwork, and woodworking with educational workshops. Students engage directly with local carpenters and blacksmiths, creating a hands-on learning experience. Rooftop study spaces and stacked discussion areas utilize vertical density, making effective use of narrow spaces while fostering collaboration and interaction across multiple levels. Site C Incorporating a large program like an auditorium into the tight kampung fabric demonstrates adaptability. Utilizing gaps between buildings and the ubiquitous scaffolding of the kampung, a flexible assembly space emerges. This space is responsive to its surroundings, engaging with neighboring food stalls, houses, and rooftops. 46

Site A Site D

Site B Site C

The result is a diverse environment supporting both collective gatherings and focused personal study, showcasing the versatility of kampung spaces. Site D Reimagining the classroom as an active, engaging space rather than a controlled, sterile environment was central to this site. Positioned near a bike shop and driver waiting areas, the classroom dissolves spatial boundaries, enabling interaction between students and the surrounding community. The space fosters awareness and exchange, where bike drivers can relax, share experiences, and even engage with the learning environment, creating a harmonious blend of education and everyday life. These site-specific interventions highlight the potential of kampung spaces to accommodate and enhance educational programs. By respecting the organic nature of the kampung and minimizing overt design interventions, these experiments reveal the rich possibilities of merging structured educational environments with informal, community-driven settings.

Site A: Studio_Mosque_Food Stall_Street_House

Site B: Workshop_Discussion_Woodshop_Rooftop_House

Site C: Auditorium_Rooftop_Small Shop_Balcony_Scaffolding

Site D: Classroom_Bike Shop_Rooftop_Printing Shop_House

Exercise I: Grafting Spaces; co-creating learning spaces with the community