In our era of rapid, breathless change, we need concepts of human education that promise sustainability, along with a corresponding architecture of learning. The pursuit of knowledge has always been regarded as a key to a better life – both individually and collectively –, and the social value of learning is reflected most vividly in the environments where it takes place. What kind of architecture do we need for a holistic concept of education that anticipates future developments? And how can the built environment support the transformation of accumulated knowledge into lived experience and embodied wisdom? Answers to such questions have often found meaningful expression in the typology of the library – and continue to do so today. This book addresses vital questions of education, human epistemics, knowledge, and their architectural settings from diverse disciplinary perspectives.
02 A Phenomenological Multifocal Approach to Learning and Knowledge Environments: Meaningful and Performing Libraries in a Changing World No access Pages 21 - 40
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03 Mind‐Expander and Book Storage: An Architectural Sociology of the New SLUB Building No access Pages 41 - 52
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04 A New Paradigm for Educating Architects and Designers for the 21st Century: Bridging Resilience, Health and the United Nations’ Sustainable Development Goals No access Pages 53 - 68
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05 Learning Places for Embodied Minds in a Changing World No access Pages 69 - 88
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06 The Transformation of Knowlege and the Library No access Pages 89 - 109
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07 Where We Are Influences Who We Are: Eco‐Ethics, Porosity, and Niche Creation for a Spirit of Place No access Pages 111 - 122
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08 Introduction No access Pages 125 - 129
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09 Finding a Place for Books: The Physical Setting of Oxbridge College Libraries 1200–1800 No access Pages 131 - 151
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10 ‘The Ichnography of this Labyrinth’: Baroque Theatrical Space and the Wren Library No access Pages 153 - 169
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11 Cambridge Nineteenth and Twentieth Century Library Typologies No access Pages 171 - 188
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12 Alfred Waterhouse at Pembroke College: Reimagining the Collegiate Typology in Victorian Cambridge No access Pages 189 - 209
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13 Problems of Stylistic Authenticity in a Collegiate Context No access Pages 211 - 228
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14 The Nordic University Library—Culture and National Identity No access Pages 229 - 255
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15 Libraries on the Freudian Couch: A Psychological Analysis of the New IT & Media Centre at Coburg University No access Pages 257 - 273
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16 New Library, Magdalene College, Cambridge No access Pages 275 - 299
