Learn by Learning: A High School That Builds Bloom's Taxonomy Into Its Plan

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This article was written by UNI Editorial and published on uni.xyz, a platform for design professionals and creative thinkers.

Q: What is "Learn by Learning: A High School That Builds Bloom's Taxonomy Into Its Plan" about?

This article covers topics related to Learning Spaces, Educational Building, Learning Experience, Interactive Education Zone, Architecture, Sustainable Design, Concept Architecture. Zhenquan Fang turns thinking, feeling and doing into three interlocking spatial domains, with a spiraling atrium binding the school to its city.

Zhenquan Fang turns thinking, feeling and doing into three interlocking spatial domains, with a spiraling atrium binding the school to its city.

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UNI Editorial published Results under Learning Spaces, Educational Building on Apr 29, 2026

Most schools are organised around where students sit. Learn by Learning is organised around how they think. The project takes Bloom's Taxonomy, a framework educators have used for decades to structure curricula, and treats it as a spatial generator for a high school. Knowledge, emotion and action stop being abstract learning objectives and become three distinct but connected families of space, each with its own architectural character.

Designed by Zhenquan Fang, the proposal received an Honorable Mention in School Of Thought 2020. Fang starts from a sharp critique: the traditional classroom, built for static knowledge transfer, no longer serves the cognitive, emotional and behavioural needs of students. The response is a school conceived as a learning ecosystem rather than a set of compartments, and as a civic presence rather than a closed institutional block.

Three Domains Replace the Corridor-and-Classroom Diagram

Bloom's model sorts learning into the cognitive, the affective and the psychomotor. Fang's move is to give each of these its own spatial zone and then make the transitions between them the real substance of the building. The familiar sequence of classroom, corridor and auditorium dissolves. In its place is a set of spatial sequences in which a student can move from thinking to feeling to doing without passing through a dead circulation zone.

This matters because it reframes the building as a pedagogical instrument instead of a passive enclosure. The architecture does more than accommodate a curriculum. It proposes one, suggesting that the order and adjacency of spaces can shape the order and adjacency of ideas.

Reading Pods to Canvas Zones: A Gradient of Concentration

The cognitive domain is not a single room type but a spectrum. Structured classrooms sit alongside canvas cognitive zones, virtual learning environments and personal reading pods, so a student can calibrate their surroundings to the task, whether that is solitary focus or group exchange. The emphasis on gradation is the strongest idea here: knowledge work is rarely all quiet or all collaborative, and the plan acknowledges that range.

Transparency does much of the work. Visual connections between learning spaces weaken the boundaries between disciplines and invite cross-learning, a spatial expression of the higher tiers of Bloom's taxonomy, where analysis, evaluation and synthesis depend on seeing how fields relate to each other.

A Spiraling Atrium at the Academic Core, Ringed by Workshops

The affective domain centres on what Fang calls the "propaganda atrium", a spiraling, visually connected volume that acts as a social condenser. Its geometry allows students to observe, participate and perform from multiple levels at once. Indoor performance stages and public square spaces extend this emotional register of learning into presentation, debate and shared experience. Crucially, these social spaces are placed inside the academic core rather than pushed to its edges, a clear argument that emotional intelligence deserves the same spatial priority as cognitive development.

The psychomotor domain answers with modular practice units for artificial intelligence, art and design, debate and construction. A multi-platform strategy lets different activities run at the same time, while transparency between modules turns every workshop into a lesson for passers-by. The school becomes a place of production, where knowledge is continuously tested, revised and applied.

A Public Square as Threshold Between School and City

Fang refuses the walled campus. The site strategy introduces a public square that works as a threshold between the school and its surroundings, a space for gathering that belongs partly to students and partly to the city. This is the outward expression of the same logic that governs the interior: if learning happens through interaction and exposure, then the school's edge should invite contact rather than defend against it.

Why This Project Matters

Plenty of school proposals borrow the language of flexibility and openness. Learn by Learning stands out because it anchors those ambitions in an explicit pedagogical framework. By mapping Bloom's three domains onto three spatial families, Fang gives the design a testable logic: every space can be asked which kind of learning it serves and how it connects to the others.

The open question, as with any taxonomy turned into architecture, is whether real learning respects such tidy categories. The project's best answer lies in its transitions, transparency and spiraling atrium, the places where thinking, feeling and doing overlap. That insistence on overlap, more than the categories themselves, is what makes this Honorable Mention a useful provocation for anyone rethinking what a school should be.