BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

49. After revisiting all three centers in 1976, it seems that the differences
in the ways the three schools' programs came into being still have
a strong influence on the ways in which they operate today and even more on
their relationship to the wider community:
- the greatest strength of the HRC in Pontiac where the seed money
paid for an early expert study seems to lie in its innovative architectural
and urban design; it still is the most outstanding example
of community/school architecture in the United States and attracts
about three thousand visitors per year from all over the United
States and abroad (Table 4, Column 2);
- the main asset of the T.J. in Arlington, where the seed money paid
for a three day agency-oriented charette, seems to lie in the way
programs of various county agencies are interlocked and tailored
to fit the community's needs;
- in the case of Dunbar, where the first programming funds went into
a two week charette involving the community, experts and agencies,
the Center is still the most closely linked to the individual people
who fought for it, succeeded and often changed the course of their
own lives in supporting this community venture.
There certainly are numerous other cause/effect relationships which cannot
be traced as clearly as the above.
50. In order to characterise the ties between planning and later functioning
three different types of co-operative models can be identified:
i) ad hoc structures which become permanent (Dunbar);
ii) existing structures which are given additional tasks and which
grow beyond their original function in fulfilling these tasks
(T.J);
iii) a mixture of types i) and ii), in which existing structures
usually become more powerful' and ad hoc structures disappear after
having contributed their ideas in the process (HRC).
51o In view of the applicability of the specific solution to the wider
community, T.J's comparatively moderate but successful attempt at coordination
between two agencies /model ii)7 has spawned a county-wide movement
towards integration of educational, recreational, and social services. On
the other hand, both Dunbar and to a larger degree the HRC /models i) and
ilil/ represent unique solutions of great complexity (Table 3, Columns 1
and 2), which in this form cannot be repeated any more, partly because
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