This is a school.
More precisely, it is a secondary Montessori school, which is one of the freer kinds of Dutch schools, where children are supposed to follow their own curiosity and where the role of the teacher is to facilitate that. This school hosts about 4000 people, who spend the majority of their adolescence here. It’s where their minds take shape.
In 1973, Edward Relph wrote his dissertation on ‘Place and Placelessness’. In it he worked out a theory on how the place we find ourselves in shapes our feelings, our beliefs and behavioural patterns. We identify with our places, and partially become them. The theory is used by some architects, and proof for it is accumulating in psychological studies.
Take a look at the school again. Straight, squared lines, regular shapes. The rooms enable just distribution of space, equal for all students. The place is fair, overseeable, easy to cope with, efficient and justifiable to whichever authority paid it. An efficient school to efficiently educate kids into efficient members of society. It does look a bit like an industrial grid, doesn’t it?
Without looking at important factors such as the educational rules and programs of this school, or the structure of society in general, I think this building has huge impact on the development of the personalities of the younger generations. To speculate: it may increase a person’s preference for a predictable life where he or she feels in control. It may subconsciously decrease creativity, openness to the unknown and innovative thinking, but strengthen skills such as the capacity to structure data, perceiving people as numbers and following rules. I believe that school buildings such as this one stimulate more machine-like, cold and lifeless attitudes than, for example, a school composed of little huts in a forest. More industrial minds, capable of more industrial decisions. In that sense, the building fits the age.