There is a parallel correspondence between the developmental rights of body, mind, and spirit described in Table 3, and the architect s concern with habitability or health and safety, function and tasks, and aesthetics. Habitability is an indication of environmental quality as perceived by the occupants of buildings. The goal of architectural design is to achieve habitability for the client, which means being finely tuned to the needs of the client. As part of the communication process between student or client needs and architects, the School Zone process uses a Habitability Framework to translate developmental rights of body, mind, and spirit into concrete architectural support systems. This ensures that client needs are fully addressed in the architecture, and that the architecture becomes an active learning tool.
Architects translate the intelligences into different types of spaces for learning.
Knowledge of various learning processes helps architects expand the functionality of schools. This same checklist of developmental rights and multiple intelligences easily could help round out facility planning at the community level, also. The School Zone Design Process is flexible and adaptable. It is important to enter into a cooperative effort with an open mind and a tolerance for ambiguity. The process offers both schools and architectural firms ways to examine curriculum, developmental rights, and the instructional delivery system before designing learning environments.