Keywords:experimental teaching, (de-)schooling, playing field, nomadic school, shared space
This paper is exploring the benefits and assets of an educational experiment without clear ownership. More specifically, it is about a form of democracy of doing in almost all the phases of a continuous exercise in the WTC1-tower in Brussels. An unintended lack of control over the different event processes led to a curious form of critical thinking about the “context” for architectural ‘schooling’, which is generally understood as necessary. The very special experiment contains many more elements than anyone could have foreseen.