甘榜教育：透過當地空間文化促進主動學習-陳明華

在一個 85% 未來職業尚未被想像的世界，教育必須超越被動與僵化，成為一種活生生、持續探索的實踐。本畢設取材自雅加達的甘榜——充滿韌性、即興且多層次互動的社區，重構為校園，化身「元學習」的場域，邀請協商、互動與自發性相遇。空間如有機體般流動、重疊，打破城市與教室、形式與非形式、師與生之間的界線。學習被編織進城市肌理，呼應甘榜的韌性與共生精神，為教育開創出一種開放、適應、與城市對話的未來願景。
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Education is rapidly evolving in tandem with technological and societal shifts, necessitating new approaches that prioritize resilience and contextualisation of knowledge over passive knowledge acquisition. As highlighted in a Dell report, 85% of the jobs in 2030 do not yet exist, underscoring the urgency for educational spaces that cultivate resilience and continuous learning.
This thesis proposes a “Kampungified” educational model inspired by Jakarta’s kampung communities—vibrant, informal urban environments characterized by adaptability, diversity, and strong social bonds. By reinterpreting kampung spatial dynamics within a campus setting, the design creates an architecture that encourages interaction, collaboration, and spontaneous learning experiences.
Through a flexible, layered design language, the project explores how educational spaces can become more integrated with the city, fostering community connections and dynamic learning ecosystems. The Kampungified Spaces framework acts as a blueprint for future educational environments: open, adaptive, and embedded locally.

皮膚裡的空房間

Skin Depth

心築

Mental Constructed

致兩千年後的你

To You, Two Millennia Hence

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教育隨著社會政治與科技變遷持續演進，從中世紀的菁英主義，到行會制學徒訓練、工業時代的制度化教育，再進入資訊時代的劇變浪潮。《戴爾研究報告》指出：「預估到2030年，現有85%的工作尚未被發明。變化的速度將快到人們必須『即時學習』……因此，獲取新知的能力將比知識本身更具價值。」此強調了「後學習」（meta-learning／主動學習）相較於被動知識習得的重要性。然而，當代教育空間與教學模式仍大多停留在被動參與與僵化的邊界中，限制了學習者對當代社會不確定性與複雜性的適應力。

本畢設將社會與科技轉變所帶來的不確定性加以外推，提出主動學習的必要性，並以印尼雅加達甘榜（Kampung）社區的在地空間框架作為研究起點。甘榜以多樣、具韌性且非正式的都市空間結構聞名，是理解如何透過空間構成來激發多元學習、互動與協作的活生生試驗場。藉由分析甘榜的空間動態及其與雅加達正式城市結構的交會，本研究旨在重新想像教育空間，將其轉化為可適應、具互動性、並與城市整合的學習場域。

本畢設最後以校園建築作為實證案例，提出一套設計方法論，將甘榜空間特質轉譯為創造新的教育類型空間以及建築語彙。
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Education has evolved alongside social, political, and technological shifts—from medieval elitism and guild apprenticeships to industrial-era systems and today’s digital disruptions. A Dell report predicts that by 2030, 85% of jobs will be newly invented, emphasizing that the ability to learn will be more valuable than knowledge itself. This highlights the urgency of meta-learning—active, self-directed learning—over passive knowledge absorption.
Yet most educational spaces remain rigid and passive, limiting learners’ ability to navigate uncertainty and complexity in today’s world.
This thesis explores the need for active learning through the spatial lens of Jakarta’s Kampung communities—informal, adaptive urban settlements known for their resilience and spatial diversity. Kampungs offer a living laboratory for understanding how space can foster interaction, collaboration, and multiple forms of learning.
By studying the spatial dynamics between Kampung and formal urban structures, this research reimagines educational space as interactive, adaptive, and integrated with the city.
The project culminates in a campus design that translates Kampung spatial logic into new architectural language and educational typologies.

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