• Journal of the Regional Association of Architectural Institute of Korea
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• v.20 no.6
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• pp.41-46
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• 2018

The context of innovation in which we evolve today, subtracts us in a spacial reality and virtuality (digital) that aimed less and less to interact with natural processes which could converge to new possible relationships in the world. We constantly live in presence of fluctuations and imperceptible natural energies (wind, solar radiation, etc.) defined by flows, their own physicality, which remains without being virtual, elusive. This study first outlines how these energies already exploited within the framework of production, could be thought as interactive of our habitat's space dimension, as a prolongation of a physical and material environment built by men and for men, giving rise to new social, cultural dynamics, and making natural complexity of our space vivid, comprehensible with new visual and physical clues. In recent days, where lifestyles are changing, architecture no longer needs to limit its scope of creation to only built structures. Based on a deeper understanding of human and through new potential advanced technologies (kinetic system, etc), it is time to fundamentally diagnose what environments or devices contribute to our lives. Architecture becomes ${\ll}interface{\gg}$, step up its fundamental role, and newly defines the sturdy image and tectonics of existing environment, establishing a stance to search for a new typology. In the end, building will show two simultaneous and distinctive connections related to its physical existence: reality in its function and irreductibility, in its ability to forge new dynamic connections with its environment, hybridizing the spatial dimension to a new form of physicality, adaptive and incessantly flexible in the dimension time, becoming a vessel for ever changing contemporary lifestyles.

• Journal of Christian Education in Korea
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• v.62
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• pp.313-334
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• 2020

As an element of education, the educational space cannot be separated from the purpose of education. The place of education is not only the passage to deliver actual curriculum, but also the purpose itself that can be accomplished through educational content. That is because the purpose of education cannot be achieved only with instructors, students, curriculum, and methods, but requires a change in the perception of the educational space that represents the goal and the place where it all can be implemented. Nevertheless, the problem that lies with educational space is easy to be overlooked and it has been rather considered as an issue related to the finances or scale of the church. The church educational space gives birth to faith and growth, where spiritual development and experience may occur. However, the reality follows the drawbacks of conventional school classroom arrangements and structures. In addition, even if the church educational space can be arranged according to the needs of its students, it cannot deviate much from the standard uniform format. In particular, the basic environment of church educational space is similar to that of standard school system in terms of arrangement of furniture such as chairs, desks, and its physical structure. As the school system was originally designed and tailored for the purpose of delivering knowledge and standardization, the space for church education must stay away from it. Humans are born and die in a space, where encounter with God also happens. Also, communication with God causes spacial conversion to humans, changing the place of their visitation. So the church educational space must be more meticulously designed and comprehensive than that of school which pursues physical, educational, psychological, social, and artistic purposes because the church educational space pursues the liturgical elements, as well. Therefore, the Christian learning environmental arrangements must seek liturgical elements, which is the major Christian value, by placing Christian artwork or symbols for church visitors. So in this research, I want to stress the role of Christian educational space for spiritual growth and pursue intrinsic and extrinsic changes in learning environment, leading to a greater awareness of the Christian educational space.