As architects learn about educational content, students explore architectural concepts used for planning and for design. Students learn that programming concepts differ from design concepts. Pe a lists common programming concepts ranging from priority to hierarchy, character, density, grouping, energy conservation, access, function, orientation, safety, cost control, schedule, and safety. The whole learner is reached across a continuum of body, mind, and spirit, as shown in Table 3. 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.