The LEARN[IN] Symposium took place on 7TH -9TH of May at the SRH University Heidelberg.

The interdisciplinary approach from the perspective of architecture, arts, pedagogy and sociology gave an insight into the relevance of the role of learning and learnings spaces in today’s society. The challenges of the paradigm shift in pedagogy and the influences, opportunities and potentials that result from this in architecture and urban planning.

Students, researchers and practitioners presented not just different projects but especially different approaches towards the interpretation of learning and learning spaces. From the perception of everyday and ordinary learning to the role architecture plays as an educator and the role of education in society were the core of the event.

How school and education developed in the past two hundred years? How can we design innovative learning spaces? What does a school have to fulfill to be not just a learning and living space and at the same time be an agent towards social sustainability?

A total of seventeen presentations were made by speakers from over seven nationalities and diverse fields. The different perspectives and insights were presented in two sessions of presentations and workshops called “The environment as the third teacher: the school as a democratic space and its relation to the city” and “Space(s) for the new pedagogy and the challenges of the 21st century: from learning spaces to living spaces and vice versa” . Exciting was the lively exchange between all participants in the World Café “Re-defining learning spaces”,  a space for debate, uncertainties, opening up new perspectives, and bringing in own experiences.

    The aim of the LEARN[IN] project is to develop an international and interdisciplinary dialogue around the topic of learning and learning spaces to stablish a “common ground” between Germany and southern Europe. The LEARN[IN] is part of a three event project, LEARN[IN] Lab I in Florence and LEARN[IN] Lab II  in Guimarães will follow. The recommendations for future strategies and approaches will be documented and brought together in the LEARN[IN] manifesto to be published in 2020.