A student's atmosphere must be properly arranged to utilize a combination of the various aspects of their personality, mindset, and to advance them via mental stimulation. The goal of this utopia is to establish and support individual motivation so that each person has the ability and knowledge to be independent of others while being able to support their family and lifestyle.
Classrooms should be part of an octagonal design in a communal-architectural set up, emphasized by striking Gothic-shaped windows along six of the walls, and two doors on opposing sides of similar style to the windows. The windows would have a painting focusing on the subjects taught in the room. The shape of the room encourages a constant, steady flow of chi energy, which is meant to keep the students mentally active and engaged in their setting.
If one chooses to deviate his or her attention from the instructor or material, the surrounding windows would not provide a clear view to the outside. Without this clear view to the outside, the student would not become distracted by friends or activities occurring outside. The paintings provide a constant learning environment, even when all other teaching material has been placed out of sight. High ceilings with skylights will encourage the student to reach for their goals and not to place unreasonable limits on themselves.
Paint colors should be bright and mentally stimulating. The color scheme also needs to be adapted to the Feng Shui color-placement guide, such as white in the north to correlate with the water energy, green in the east to correlate with the tree energy, purple in the south to mesh with the fire energy, and red in the west to mix in with the metal energy. By blending the theme of hues according to supposed force for that direction, it creates a more positive aura for conducting a classroom full of children with varying personalities. For example, it will relax the anxious by placing them in the north, and stimulate the daydreamers if they are seated in the south.
Art will be organized by theme in each room. A more Baroque-era painting would be better situated on a wall in a classroom that is focused around the humanities. Abstract designs could find a place alongside mathematics, as the angular shapes represent a great opportunity to become engaged in things related to geometry and mathematical theory.
The art of the Impressionists will do nicely amongst language courses, since the small dots remind one of the small but extremely functional concepts of grammar and vocabulary, while a step taken back presents a complete, congruous view of the whole picture, insinuating to a student how learning a language may be a detailed task but it comes together in the end for a fully-finished result. Artifacts dated to the era before current shall be featured in rooms where the main instruction will be philosophy, archaeology, and the like. Each piece of art will provide in class evidence of the cause, importance, and effect of the artist and their society.
Certain educational materials will remain permanently in each room. There should be hands-on exhibits along the wall to provide the students with useful activity any time prior to or following instruction. A record of activity would be kept for each student at each station, as to relieve some of the difficulty in discerning for which path in life they would be most suited. Relevant posters and graphs will be placed on the outer walls of the structure, so if the children are outside socializing they still have the opportunity to learn something new or be reminded of a concept they have previously been taught.
A raised platform in the center of the room will be the primary podium of instruction. Desks will surround the podium, each simultaneously facing it despite location. This formation will encourage the student to focus on the lecture, as well as be able to more easily view their classmate who may either be asking a question or making a comment without turning their head, causing neck pain. The teacher will not have a personal desk in the individual classroom, instead having an office shared with one of their peers elsewhere in the school.
If the instructor had their private desk in a classroom, they would become possessive of the room and create their own rules. This would lead to a constrictive environment for the students, which is not conducive to a positive learning experience.
Based upon the school system in place, each student has a choice of one of eight main educational paths. These paths direct the child towards a more concentrated study of one area, while still obtaining core classes. The student's personal desk will be located in the classrooms in which their focused classes are conducted. This allows them access to it during the majority of the day.
