In a world facing cultural, political and environmental limits, we should accept the plurality of identities and we should transcend the fixed borders. This includes borders between people, children as well as disciplines; as for now they are strict and strongly driven on one part of the brain, the left part, rational and dividing one. We should go beyond those borders and put some more emphasis on the other side of the brain, the holistic and creative one. The borders between the different courses need to be rethought as well, especially at school. There are clear borders as for now; this should permeate a bit more. Borders between the pupils and the teachers, borders between pupils, borders between the disciplines should not disappear but should be a bit more porous. The architecture should accompany this change. The architecture of schooling should not force nor prevent, rather ‘nudge‘ the interactions towards more generosity, self and social development.
Through the source of learning it represents, the source of direct benevolent interactions, the fun schools will bring, authority will naturally emerge.
