Functional Indices in Exterior Spaces of Educational Environments with Approach of Developing social schools

One of the most important issues that have affected the basis of education during the last decades has been the realization of comprehensive objects of learning. In this way, emphasis has been mostly on instruction and not teaching, encouraging students to be independent and creative, regarding learning as a process, paying attention to how students learn, encouraging students to communicate with their teacher and others, and on the ground in which learning takes place. One way to reach such objects is to develop social schools in the framework of educational plans and a spatial background and frame proportional to those educational plans. In this study, we have tried to introduce functional indices proportional to community schools by a brief description of social schools and identification of spatial areas in learning environments. For this purpose, case and background research has been used and data have been gathered by referring to library and using case study. The result of this study is indicating the indices of exterior spaces and the manner in which each of these indices influences the process of fostering the skills and intellects relating to exterior environments. In addition to having multiple intelligences, each person possesses different talent or learning styles. While all human beings possess all of these intelligences in varying amounts, each person has a different intellectual composition. These learning styles can work independently or together. The learning environments that emerged in the twentieth century generally valued passive learning activities. Children who show talent in the active intelligences are not receiving the same positive reinforcement to encourage them to develop their learning styles. The theory of multiple intelligences can therefore help transform the way schools operate. The challenge is to create educational programs that give children the opportunity to learn in the ways that harmonize with their unique minds. In creating a learning environment that encourages the development of these multiple intelligences, teachers do not need to present their lessons and students do not need to learn the subject in nine different ways. Rather, this theory encourages teachers to develop their curriculum and present lessons in a variety of ways so that students will acquire knowledge and master skills in way that are appropriate for them.