Caroline+James

In a swath1） of jungle near Ubud， Bali， the Green School has just finished the eighth year of operation. The gong2） announces the beginning of class， where students learn in bamboo pavilions3） without walls. A hen and two chicks run across the earth floor. The staff has just cleared the remaining banana-leaf plates used to serve the organic lunch. In a ground-up approach， all of the campus structures are made from bamboo， connecting the design to the pedagogical4） core of the school.

American Cynthia and her husband， Canadian designer John Hardy， have lived on Bali for over 30 years. In 2007， after selling their famous jewelry company， they formed a school as an alternative to the walled-in international schools around Bali. Based upon the 19th century education model of Austrian architect Rudolf Steiner， which emphasizes experiential learning， the Green School aims to educate future leaders in sustainability.

In making the school， John Hardy did not turn to the international architecture competition circuit. Instead he hired a team of designers and artists， as well as architects who specialize in bamboo.

Early experiments in furniture taught the design team how bamboo performs. For example， bamboo can be divided with a lateral5） or cross-sectional6） cut， producing different structural traits. In 2007， they built the first campus structure， the Kul-Kul Bridge that spans 22 meters across the Ayung River. The simplicity of construction enables even the layman7） to understand how the pieces join together. Thus， a stroll around campus is an interactive lesson in building.

Visiting the Green School is to enter an entire aesthetic8） universe， where the architecture is as important as the most minuscule9） of details. Bamboo signs lead the way around to each class area that consists of a bamboo pavilion with Alang Alang grass roof， bamboo desks and chairs and compost10） toilets. Students learn music upon bamboo harps11） and play sports within bamboo fences.

Admissions director Ben Macrory describes the school as a "living laboratory" where the students learn about river ecology， grow rice and even build their own bamboo structures. While learning without walls would seem to cause disciplinary problems， Cynthia classifies the school as "ADD12） friendly". Dyslexic13） children who arrive at Green School are， within a week， focused and comfortable within "the chaos of nature".

With the mission to create "global citizens"， the Green School makes an architecture that symbolises the philosophy and pedagogy. The most elaborate structure is the impressive "Heart of the School"， with three interweaving cones14） that resemble double helixes15）. Three spiral staircases link the floors that house the administration， computer lab， arts spaces and the library. Built from Petung， the most massive bamboo variety， the complex16） is 60 meters long and soars 19 meters into the sky.

Within the restrictions of bamboo， variations of form flourish. In his Essay on Architecture， French architectural theorist Marc-Antoine Laugier declares， "By imitating nature， art was born." Along a similar vein， the design of the Green School inspires a culture of localised creativity， as opposed to high-tech fabrication17）. As a craftsman builds upon a few basic techniques and then grows them into infinite variations， the construction of the Green School is similar to the hand weaving of a textile， uniform in the material， yet elaborate in composition.

在巴厘島烏布市附近叢林中的一片土地上，綠學(xué)園剛剛走過(guò)了創(chuàng)辦以來(lái)的第八個(gè)年頭。隨著鑼聲響起，上課的時(shí)間到了，學(xué)生們?cè)跊](méi)有圍墻的竹亭中學(xué)習(xí)。一只母雞和兩只小雞從地面上跑過(guò)。學(xué)校工作人員剛剛清走了沒(méi)用完的香蕉葉——它們被用作盤(pán)子，來(lái)盛放有機(jī)午餐。校園里的所有建筑完完全全都是用竹子建成的，將校園設(shè)計(jì)與學(xué)校的教學(xué)要旨聯(lián)系到了一起。

來(lái)自美國(guó)的辛西婭和她那來(lái)自加拿大的設(shè)計(jì)師丈夫約翰·哈迪已經(jīng)在巴厘島生活了30多年。2007年，他們把自家赫赫有名的珠寶公司賣掉，建了這所學(xué)校，用來(lái)替代巴厘島附近的那些高墻閉鎖的國(guó)際學(xué)校。綠學(xué)園的教學(xué)模式以19世紀(jì)奧地利建筑師魯?shù)婪颉に固辜{所強(qiáng)調(diào)的體驗(yàn)式學(xué)習(xí)為基礎(chǔ)，旨在培養(yǎng)未來(lái)的領(lǐng)導(dǎo)者們了解有關(guān)可持續(xù)性生活的知識(shí)。

建這個(gè)學(xué)校的時(shí)候，約翰·哈迪并未求助于國(guó)際建筑競(jìng)賽活動(dòng)，而是聘用了由設(shè)計(jì)師、藝術(shù)家，還有專攻竹建筑的建筑師組成的一隊(duì)人馬。

設(shè)計(jì)團(tuán)隊(duì)先行進(jìn)行了竹家具的制作試驗(yàn)，這讓他們知道了竹子都有哪些特性。比如，竹子可以被側(cè)切，也可以被橫切，兩種方式會(huì)使其具有不同的結(jié)構(gòu)特性。2007年，他們建成了校園里的第一個(gè)建筑——庫(kù)庫(kù)橋。這座橋橫跨愛(ài)詠河，長(zhǎng)達(dá)22米。其建筑結(jié)構(gòu)簡(jiǎn)單明了，即使是外行，也能明白橋上的這些竹片是怎么連接在一起的。正因?yàn)槿绱?，在校園里漫步就如同在上一堂交互式的建筑課。

來(lái)綠學(xué)園里參觀就像是走進(jìn)了一個(gè)唯美的世界，這里最微小的細(xì)節(jié)也與建筑本身同等重要。竹子制成的指示牌指明了通往每個(gè)教學(xué)區(qū)的路，而在教學(xué)區(qū)里，有屋頂用阿郎阿郎茅草鋪就的竹亭，有竹制的課桌和椅子，還有堆肥廁所。學(xué)生們用竹制的豎琴學(xué)習(xí)音樂(lè)，在竹柵欄里進(jìn)行體育活動(dòng)。

招生辦主任本·麥克羅里形容這所學(xué)校是“活生生的實(shí)驗(yàn)室”。在這里，學(xué)生可以學(xué)習(xí)河流生態(tài)學(xué)，可以種植水稻，甚至還能建造自己的竹建筑。盡管在沒(méi)有圍墻的環(huán)境中學(xué)習(xí)似乎可能會(huì)導(dǎo)致紀(jì)律問(wèn)題，但辛西婭卻將她的綠學(xué)園歸為“有利于注意力缺陷障礙的”學(xué)校。患有閱讀障礙的兒童來(lái)到綠學(xué)園，不出一星期，就可以在“大自然的嘈雜”之中集中注意力并感到很舒適。

基于培養(yǎng)“世界公民”這個(gè)使命，綠學(xué)園建造了一個(gè)體現(xiàn)這種哲學(xué)理念和教學(xué)方法的建筑。這個(gè)最精美的建筑就是引人矚目的“校園之心”，它由三個(gè)互相交織、看起來(lái)像是DNA雙螺旋的圓錐式建筑組成。三個(gè)旋轉(zhuǎn)樓梯連接著各個(gè)樓層，行政辦公室、計(jì)算機(jī)實(shí)驗(yàn)室、藝術(shù)區(qū)和圖書(shū)館則分布在不同的樓層。這個(gè)復(fù)雜的建筑采用馬來(lái)甜龍竹這種最大的竹子建成，長(zhǎng)60米，高19米，直入云霄。

僅使用竹子這一種材料，就有各種各樣的建筑紛紛涌現(xiàn)出來(lái)。法國(guó)建筑理論學(xué)家馬克-安托萬(wàn)·洛吉耶在他的《論建筑》一文中宣稱：“藝術(shù)是通過(guò)對(duì)大自然進(jìn)行模仿而產(chǎn)生的?！迸c這個(gè)說(shuō)法如出一轍，綠學(xué)園的設(shè)計(jì)也激發(fā)了一種本土創(chuàng)造性的文化，與利用高科技來(lái)建造截然相反。能工巧匠們采用一些基本的建筑技巧，隨后衍化出各式各樣、無(wú)窮無(wú)盡的建筑，而綠學(xué)園的建筑就如同手工編織的織物一般，在材料上別無(wú)二致，但在結(jié)構(gòu)上卻別具匠心。

1. swath [sw?θ] n. 長(zhǎng)條區(qū)域，大塊區(qū)域；（尤指）長(zhǎng)條田地，大塊田地

2. gong [ɡ??] n. （通常是作為樂(lè)器但有時(shí)作發(fā)信號(hào)用的）鑼

3. pavilion [p??v?li?n] n. （花園或公園里的）亭，閣

4. pedagogical [?ped??ɡ?d??kl] adj. 教學(xué)法的，教育學(xué)的

5. lateral [?l?t?r?l] adj. 側(cè)面的；橫向運(yùn)動(dòng)的

6. cross-sectional： 橫截面的，橫斷面的，剖面的

7. layman [?le?m?n] n. 外行，門(mén)外漢

8. aesthetic [i?s?θet?k] adj. 美的；藝術(shù)的

9. minuscule [?m?n?skju?l] adj. 微小的，極小的

10. compost [?k?mp?st] n. 混合肥料；堆肥

11. harp [hɑ?p] n. 豎琴

12. ADD： 注意力缺乏癥，注意力缺陷障礙（全稱attention deficit disorder）

13. dyslexic [d?s?leks?k] adj. 有讀寫(xiě)障礙的

14. cone [k??n] n. 圓錐體

15. double helix： DNA結(jié)構(gòu)中的雙螺旋。helix [?hi?l?ks] n. 螺旋（形）

16. complex [?k?mpleks] n. 綜合大樓；建筑群

17. fabrication [?f?br??ke??n] n. 制作，制造