We developed the well-known typology of a Chinese school with its campus system, separated school functions in individual buildings and south-facing classroom wings into what we call an integrated learning landscape. An open network of places and paths between the fixed functions allows for possible interactions of students and teachers in their daily activities.
The very impressive topography becomes the starting point of the master plan concept- the idea of a balance between nature and built environment. Within this landscape, the campus will be embedded as the built component. The creek and the terraces in the southern and western part become landscape park, contrasting with the uphill cascade of terraces, which shape the campus as a „hill of knowledge“. The comprehensive balance of nature and built environment continues within the campus, the faculty buildings and the student dormitories: The buildings are playfully surrounded and embedded by squares, parks and sport facilities, following the shape of the terraces. Thus a series of multi-faceted, unique spaces of varying and differentiated qualities is created, which each part referring to the centre of knowledge- the cluster of faculty buildings. This centre is not conceived as a geographic centre, but as a spiritual centre- a field of energy, reinforcing the balance between nature, human being and built environment. A porous system is created, with multi-layered, non-defined meanings, constantly re-defined and re-experienced by the users.