The new environment implies a new structure for both planning and designing school facilities. Such an environment is the manifested difference between those buildings designed for learning and those designed for teaching, which becomes evident by the measure of flexibility of the facility itself and of the people within it. This new environment will succeed if designers recognize that flexibility requires (1) product awareness, both of building materials and furnishings; (2) openness that can be closed; (3) utilization of both horizontal and vertical space dimensions; (4) recognition that a school, if it is to serve the community, must be planned for more functions than merely that of housing a particular group of grade levels; and (5) recognition that, with individualization as the key, the unique purpose of the special new environment in school facilities is to create a climate and a facility for self-motivation. (Author)