"... The space of the school could, so to say, positively invade the urban design, encouraging new behaviours and qualifying areas of the city that do not fully meet the needs of the population. When designing the schollo as an organism that lives in a given territory and interacts with it at the social level, which aggregates and promotes a sense of identity and responsibility of communities, it is important to promote participatory forms of planning in the conservation/tranformation of school buildings, in order to foster a sense of belonging and respect for places. To achieve the objective of project quality, it is necessary that the designer is available to deal with a multidisciplinary approach involving pedagogues, psychologists and educators, and that he gives special attention to the effects that the new forms of education can have on the organization of space. The intervention in schools sholuld constitute, in short, a pivotal moment for the establishment or the enhancement of the link between the canons of architecture and pedagogy. Therefore, the space of the school presents itself, once again, as an exciting new frontier for urban and architectural reflection, in which the modalities for the new quality of existing or future patrimony are determined: to develop a project culture able to give voice to the many changes that occur in society and in the world of education (from: Daniela Ladiana, Introduction to the Section III).