A pattern language

contracts only to those transportation companies which are willing to serve these interchanges.

*£♦ A ^4

Keep all the various lines that converge on a single interchange, and their parking, within 600 feet, so that people can transfer on foot—interchange (34). It is essential that the major stations be served by a good feeder system, so people are not forced to use private cars at all—mini-buses (20). . . .

A PATTERN LANGUAGE

want to solve the problem. In this sense, we have tried, in each solution, to capture the invariant property common to all places which succeed in solving the problem.

But of course, we have not always succeeded. The solutions we have given to these problems vary in significance. Some are more true, more profound, more certain, than others. To show this clearly we have marked every pattern, in the text itself, with two asterisks, or one asterisk, or no asterisks.

In the patterns marked with two asterisks, we believe that we have succeeded in stating a true invariant: in short, that the solution we have stated summarizes a froferty common to all possible ways of solving the stated problem. In these two-asterisk cases we believe, in short, that it is not possible to solve the stated problem properly, without shaping the environment in one way or another according to the pattern that we have given—and that, in these cases, the pattern describes a deep and inescapable property of a well-formed environment.

In the patterns marked with one asterisk, we believe that we have made some progress towards identifying such an invariant: but that with careful work it will certainly be possible to improve on the solution. In these cases, we believe it would be wise for you to treat the pattern with a certain amount of disrespect—and that you seek out variants of the solution which we have given, since there are almost certainly possible ranges of solutions which are not covered by what we have written.

Finally, in the patterns without an asterisk, we are certain that we have not succeeded in defining a true

XIV

17 RING ROADS

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. . . the ring roads which this pattern specifies, help to define and generate the local transport areas (ii); if they are placed to make connections between interchanges (34), they also help to form the web of public transportation (16).

❖ -h

It is not possible to avoid the need for high speed roads in modern society; but it is essential to place them and build them in such a way that they do not destroy communities or countryside.

Even though the rush of freeways and superhighways built in the I950’s and 1960’s is slowing down, because of widespread local protest, we cannot avoid high speed roads altogether. There is, at present, no prospect for a viable alternative which can provide for the vast volume of movement of cars and trucks and buses which a modern city lives on economically and socially.

At the same time, however, high speed roads do enormous damage when they are badly placed. They slice communities in half; they cut off waterfronts; they cut off access to the countryside; and, above all, they create enormous noise. For hundreds of yards, even a mile or two, the noise of every superhighway roars in the background.

To resolve these obvious dilemmas that come with the location and construction of high speed roads, we must find ways of building and locating these roads, so that they do not destroy communities and shatter life with their noise. We can give three requirements that, we believe, go to the heart of this policy:

1. Every community that has coherence as an area of local transportation—local transport areas (11)—is never split by a high speed road, but rather has at least one high speed road adjacent to it. This allows rapid auto travel from one such community out to other communities and to the region at large.

2. It must be possible for residents of each local transport area to reach the open countryside without crossing a high speed road—see city country fingers (3). This means, very roughly,

TOWNS

that high speed roads must always be placed in such positions that at least one side of every local transport area has direct access to open country.

3. Most important of all, high speed roads must be shielded acoustically to protect the life around them. This means that they must either be sunken, or shielded by earth berms, parking structures, or warehouses, which will not be damaged by the noise.

Therefore:

Place high speed roads (freeways and other major arteries) so that:

1. At least one high speed road lies tangent to each local transport area.

2. Each local transport area has at least one side not bounded by a high speed road, but directly open to the countryside.

/

noise shield

3. The road is always sunken, or shielded along its length by berms, or earth, or industrial buildings, to protect the nearby neighborhoods from noise.

ring road

VJi

access to countryside

, i

❖ ❖ *5*

Always place the high speed roads on boundaries between subcultures—subculture boundary (13) and never along waterfronts—access to water (25). Place industry and big parking garages next to the roads, and use them, whenever possible, as extra noise shields—industrial ribbons (42), shielded parking (o'!....

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I 8 NETWORK OF LEARNING*

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. . . another network, not physical like transportation, but conceptual, and equal in importance, is the network of learning: the thousands of interconnected situations that occur all over the city, and which in fact comprise the city’s “curriculum”: the way of life it teaches to its young.

•J* -k *2*

In a society which emphasizes teaching, children and students—and adults—become passive and unable to think or act for themselves. Creative, active individuals can only grow up in a society which emphasizes learning instead of teaching.

There is no need to add to the criticism of our public schools. The critique is extensive and can hardly be improved on. The processes of learning and teaching, too, have been exhaustively studied. . . . The question now is what to do. (George Dennison, Lives of Children, New York: Vintage Books, 1969, p. 3.)

To date, the most penetrating analysis and proposal for an alternative framework for education comes from Ivan Illich in his book, De-Schooling Society, and his article, “Education without Schools: How It Can Be Done,” in the New York Review of Books, New York, 15 (12): 25—31, special supplement, July 1971.

Illich describes a style of learning that is quite the opposite from schools. It is geared especially to the rich opportunities for learning that are natural to every metropolitan area:

The alternative to social control through the schools is the voluntary participation in society through networks which provide access to all its resources for learning. In fact these networks now exist, but they are rarely used for educational purposes. The crisis of schooling, if it is to have any positive consequence, will inevitably lead to their incorporation into the educational process. . . .

Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.

IOO

l8 NETWORK OF LEARNING

New educational institutions would break apart this pyramid. Their purpose must be to facilitate access for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in the door. Moreover, such new institutions should be channels to which the learner would have access without credentials or pedigree—public spaces in which peers and elders outside his immediate horizon now become available. . . .

While network administrators would concentrate primarily on the building and maintenance of roads providing access to resources, the pedagogue would help the student to find the path which for him could lead fastest to his goal. If a student wants to learn spoken Cantonese from a Chinese neighbor, the pedagogue would be available to judge their proficiency, and to help them select the textbook and methods most suitable to their talents, character, and the time available for study. He can counsel the would-be airplane mechanic on finding the best places for apprenticeship. He can recommend books to somebody who wants to find challenging peers to discuss African history. Like the network administrator, the pedagogical counselor conceives of himself as a professional educator. Access to either could be gained by individuals through the use of educational vouchers. . . .

In addition to the tentative conclusions of the Carnegie Commission reports, the last year has brought forth a series of important documents which show that responsible people are becoming aware of the fact that schooling for certification cannot continue to be counted upon as the central educational device of a modern society. Julius Nyere of Tanzania has announced plans to integrate education with the life of the village. In Canada, the Wright Commission on post-secondary education has reported that no known system of formal education could provide equal opportunities for the citizens of Ontario. The president of Peru has accepted the recommendation of his commission on education, which proposes to abolish free schools in favor of free educational opportunities provided throughout life. In fact he is reported to have insisted that this program proceed slowly at first in order to keep teachers in school and out of the way of true educators. (Abridged from pp. 76 and 99 in Deschooling Society by Ivan 111ich. Vol. 4.4. in World Perspectives Series, edited by Ruth Nanda Anshen, New York: Harper & Row, 1971.)

In short, the educational system so radically decentralized becomes congruent with the urban structure itself. People of all walks of life come forth, and offer a class in the things they know and love: professionals and workgroups offer apprenticeships in their offices and workshops, old people offer to teach whatever their life work and interest has been, specialists offer tutoring in their special subjects. Living and learning are the

TOWNS

same. It is not hard to imagine that eventually every third or fourth household will have at least one person in it who is offering a class or training of some kind.

Therefore:

Instead of the lock-step of compulsory schooling in a fixed place, work in piecemeal ways to decentralize the process of learning and enrich it through contact with many places and people all over the city: workshops, teachers at home or walking through the city, professionals willing to take on the young as helpers, older children teaching younger children, museums, youth groups traveling, scholarly seminars, industrial workshops, old people, and so on. Conceive of all these situations as forming the backbone of the learning process; survey all these situations, describe them, and publish them as the city’s “curriculum”; then let students, children, their families and neighborhoods weave together for themselves the situations that comprise their “school” paying as they go with standard vouchers, raised by community tax. Build new educational facilities in a way which extends and enriches this network.

network directory
\ ESI I \payment by vouchers		ioo home class rooms per 10,000 population
A

Above all, encourage the formation of seminars and workshops in people’s homes—home workshop (157); make sure that

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I 8 NETWORK OF LEARNING

each city has a “path” where young children can safely wander on their own—children in the city (57); build extra public “homes” for children, one to every neighborhood at least— children’s home (86) ; create a large number of work-oriented small schools in those parts of town dominated by work and commercial activity—shopfront schools (85); encourage teenagers to work out a self-organized learning society of their own —teenage society (84) ; treat the university as scattered adult learning for all the adults in the region—university as a marketplace (43) ; and use the real work of professionals and tradesmen as the basic nodes in the network—master and apprentices (83). . . .

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