本文是以建築在教有中扮演的角色為首，討論教育設計與建築、都市空間、知識體系之間的關係。同時，作者也關注學校建築之外，城市如何具備開放多元五具批判的教育意義。作者首先質疑學校建築的功能，並提出三種討論學校、城市與知識問對應關係的類型。作者指出，認知與社會再生產的知識類型，將會透過認知學習影響教育與學校空間的配置，而這正是我們必須批判思索的重點。學習不必要發生在被規範或被劃分的學校空問，我們日常生活的城市便提供了豐富的教育：人們在城市中與各種經驗擦身而過，獲得對事物的理解。

　　　　　The paper is about the design and management of education in/ around/ through architectural and urban space. It is also about the design and use of school buildings themselves and the city for educational purposes. Following the complex relations in educational design, urban space, and knowledge system, the author claims how a city could be open-ended, multi-value, and critic. In tacking functions of schools, he provides three types of experiencing school, city, and knowledge. He points out that knowledge system limited by the cognition process and social reproduction will determine the spacial levels and school plans in reality. However, that is the key question that we must consider and criticize. Learning is not necessary to limit itself in the labeled school buildings as well as urban spaces. The city that we live everyday supports the richness of education. We could see so many different things in the city. Hence, we understand the world.