A Place to Learn: How Architecture Affects Hearing and Learning

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Abstract
Depending on how old you are or how interested your school administration was in being up-to-date, you might recognize a classic school desk. That desk was my “place to learn” for all eight years (1933–1941) of my elementary education at a two-room Concordia Lutheran School in Louisville, Ky. My brain constantly processed the noises around me in school and sometimes it paid attention to the messages included in the noise. Some of my schoolmates were less fortunate, because they were “hard of hearing”—a 1930s way of saying their auditory cortexes had difficulty processing the noises. No one understood why some of these students seemed to have trouble learning. They often seemed to be confused, bewildered, and baffled by noises that they could not “compute.”

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