Throughout this dissertation we aim to the development of an elementary school, as well as a kindergarten according to the principles of anti-authoritarian education.

In order for our school-project to serve these principles (freedom, self-development, interaction) and to face the child as an individual, autonomous personality and as a vital member of society, our school holds a neighboring place with a wide range of uses that are targeted towards the community. These applications include sports facilities, a library, a large amphitheater, and a central square/plaza. Thus, the students are given the chance to use these spaces (with or without supervision) either simultaneously with the public, or at different times.

The Library holds a prominent role in this project, since it is through the library that we intend to attract the public, and it is also the role of the library to be the link between the school and society in general. In other words, the Library is the place where these two spatially distinct environments meet and interact.

The spaces that are targeted towards the general public, consist of simple, distinct, compact masses, grouped around a public square (which is located at level 0). In order to facilitate public access towards the central square and the other uses and create a “flow” from the city towards the complex, we suggest that Ath. Lefkaditi road (which is located next to the complex) will be turned to a pedestrian road.

The School area is distinguishable from the rest of the functions, since it is characterized by a high degree of complexity. This complexity (that follows the principles of the freedom of movement and choice, as well as the principles of the freedom of expression and appropriation of space) occurs with the repetition of four types of classrooms, that have being allocated in such a way, so that the outdoor space is being organized in the formation of small yards. The same logic on the organization of the uses around a central square that is applied in public spaces, is applied in the school area as well. However, the school area is designed on a different scale, due to young age of the students. This difference of scales allows the children to appropriate these spaces and their possible uses without the constant fear of supervision. That way, the children have a large number of choices of movements and uses that they can learn to utilize in any way they consider appropriate.

The classrooms’ interior is being organized with the intention to encourage the appropriation of space. Within predefined areas of functions (individual/group work, outdoor courses), these classrooms provide both students and staff with a wide range of organizations and activities. Furthermore, we have included in their design certain transitional areas that will allow students to express themselves, to present their work and to define their own “area of dominance». In this way, we aim to the creation of microenvironments that can function as the mean that will convey consciousness from the “I” of the classroom and individual work, out to the “We” of the open spaces, and of the collective action.

The aim of all our aforementioned suggestions is to move as far away as possible from the current authoritarian models of school organization. Namely, those that perceive the courtyard as a space devoid of functions, and the corridors as a means to control instead of promoting communication. Instead, in our project, children are given the chance to mature, to become independent and learn to discipline in an environment that they respect, and that contributes to their development. An environment that is not a fear factor, but rather an incentive towards the responsible undertaking of various activities.