Campus In Motion
The project emerged from a re-evaluation of pedagogy and the nature of learning itself. Education has structured itself through the architecture ofpermanence, a campus, an institution and a timetable.Through time, it has been engineered that learning becomes conditioned by enclosure and through thermal control o f spaces. These physical boundaries transformed education into a socio-economic structure, where access to education is tied to accessibility and cost.
Campus In Motion proposes that education is fluid and embedded within everyday life. The project bridges public transport infrastructure with education, allowing the city itself to be a site of learning and that learning can take place at any time and at any space. Trams are retrofitted and becomes mobile classrooms to allow traditional forms of learning to take place. This new model envisions itself a revolving, multi-use infrastructure stemmed from the bridging of transport and education infrastructure that can coexist in a shared civic system. Rather than relying on new contructions of isolated institutions, it inteprets public infrastructure as a framework to disseminate physical boundaries and allow education to be accessible. Learning is dissolved between the distinction of transit and education, it unfolds both inside and outside a conventional campus.
At its core, Campus In Motion explores the philosophy of learning through movement, learning from the city, learning from others, and learning through the act of journeying itself. Throughout this project, I became increasingly interested in creating architecture that is flexible and adaptable in the long term. It reinforced my belief that spaces should be capable of accommodating multiple uses and evolving over time. The project also highlighted the value of digital design tools, enabling me to develop proposals that are informed by real-world data and grounded in measurable environmental and social conditions.
