Architecture Without Children

Despite millions of architects, thousands of architectural schools, and decades of movements, cities are still imagined as adult worlds, giving children very limited space in architectural knowledge and practice, systematically excluding children from roots of architectural thinking and design. It establishes the mentality of architectural knowledge without children. 

Architectural education trains students to imagine the city as an adult world, systematically excluding children as an architectural subject. In doing so, it establishes the intellectual foundations that shape urban development strategies, and architectural practice.

Architectural movements guiding global architectural knowledge and urban development largely ignore existing a comprehensive children architecture and fail also to consider children as a distinct social group.

Therefore, from education to city construction, the process is dominated by imagining the urban society as a homogeneous adult world, seeing children not as a distinct social group but as incomplete adults, and their unique architectural needs ignored.

This shortage in education and architectural movements creates a deep gap between authorities proclaimed urban development strategies and the actual social structure of cities. It raises a critical question: what roles and responsibilities do states, regions, and municipalities have in addressing this persistent problem?