THE SCHOOL OF MODERNITY: THE ARCHITECTURE OF EIGHT INTELLIGENCES

Introduction. The architecture of school buildings plays a vital role in shaping the educational environment and influencing learning processes. Purpose of the study: To investigate how the architectural and spatial organization of modern school buildings in Astana can be aligned with the theory of Multiple Intelligences, with the goal of identifying planning principles and design strategies that support the comprehensive intellectual development of students across all eight intelligence types. Methods: The study defines temporal and territorial boundaries, analyzes urban structure analysis, employs field survey methods, collection and analysis of architectural documentation, and a review of theoretical foundations. An additional focus is placed on methods of interaction, interpreted as architectural-spatial typologies of communication and environmental stylistics that support different modes of learning and engagement. Results: The analysis revealed that the existing school architecture typologies in Astana predominantly support linguistic and logical-mathematical intelligences through traditional classroom-based layouts. However, architecture elements that encourage the development of other types of intelligence — such as music rooms, art studios, outdoor learning zones, and flexible collaborative spaces — are inconsistently present and often marginalized in spatial hierarchy. The study identified architectural features that correlate with the activation of different intelligences, including amphitheater-style gathering spaces (interpersonal), green inner courtyards (naturalistic), maker spaces (bodily-kinesthetic), and modular classroom arrangements (intrapersonal). Based on the findings, the authors propose a planning model for a multi-intelligence-oriented school, in which functional zones are organized to provide spatial stimuli aligned with each intelligence type. This model demonstrates a potential direction for rethinking school architecture as an adaptive and inclusive educational infrastructure.