Places of Knowledge Transfer
"People shape spaces. Spaces shape people." Therefore, the question of how society wants to learn, live and work today and in the future is highly relevant. The scope ranges from demographic questions, social issues and political debates of our time, through to the ageing of society and the concrete development and design of projects including economic and strategic considerations.
Educational buildings are always an exciting topic because one is building for the coming generation into a different future. How do places of knowledge transfer change over time? What role does space play as an invisible educator? And what spatial qualities and idea-generating processes are necessary for this?
|Education needs holistic thinking.||
This means accompanying every education project from the initial needs assessment to the start of use - and beyond. Innovative, sustainable, for generations.
|Education needs the right environment.||
RKW+ plan educational buildings that are diverse, that invite people to learn - and that people like to identify with. with which people like to identify.
We plan buildings for equality, in which young people with or without disabilities learn and interact freely and naturally with each other.
Functions must be distributed in such a way that optimal communication and focused learning are possible - supported by light, acoustics, colour as well as appealing and robust materiality.
RKW+ realise buildings that react flexibly to the constant change in the vocational education sector - whether new job profiles or new learning and teaching methods.
We develop schools with character, adapted to the type of school and age groups. They are places of learning and living where children spend the whole day.
It is not only the finished projects that bear witness to the impact of architecture. The visions of Sehw Architekten also show the potential of architecture as a seed bomb.
Vision: "On to the Future: New Work and Next Growth."
The NXT Collaboration Village Berlin is developing around the use of the XU Group, Germany's first university for the digitalisation of working environments and technology. A place of physical and digital networking is being created around a central green campus square.
Vision: "The serial as a design principle."
"Re-use instead of new construction", feasibility study commissioned by BIMA. The former GDR Ministry of Construction in the historic centre of Berlin was redesigned and extended by Sehw as part of a feasibility study for a new use by a supreme federal authority.
Vision: "A building that will serve as a model."
"Protective School", Ladakh Minimum School. It should be a building for all, not only for use as a school, but also for the village community in Ladakh in the far north of India in the Himalayas. And it should be constructed and maintained with minimal effort, taking into account local building traditions.
Vision: "Building bridges from yesterday to tomorrow."
Primary school on the former Krampnitz barracks site, Potsdam. The design for the new primary school building in Krampnitz follows the concept of a modern and efficient learning house, which is positioned as a clear bar in the space between the reactivated existing buildings K7 and K8 and the future Krampnitz Park. The urban axes and alignments of the listed surrounding buildings are taken up and the position of the new building on the border of the competition area is derived from them. The existing rhythm of alternating rows of houses and squares and green spaces, which can be seen above all in the surroundings of the main axis, is logically continued and extended with the new building by a final row.
Vision: "The sense of community as the central idea of the building."
Learning times two, Martin Niemöller Comprehensive School, Bielefeld. The two new buildings for the Martin-Niemöller-Gesamtschule form a distinctive ensemble of buildings that can be clearly identified as a single unit despite the distance between the two buildings. The homogeneous building design is the result of different design parameters, which found an almost identical architectural language for both schools despite the difficult development situation, the noise pollution of the properties and the different terrain topography. Despite the uniform appearance, both buildings are individual houses that are adapted to their different user groups.