I was puzzled by the "Pattern 134: Zen View",which illustrates that building huge windows that look onto the beautiful view incessantly may spoil the sight and architects should put the windows on the places where the scenery can only be glimpsed at a certain time. As a universal design principle, it is based on the concern that human brain usually adapts to repeated experiences and responds again when something new is presented. That is to say people get used to the beauty they see every day and no longer have passions for it, only when the chances to see the view are restrained can it stays alive forever. But I doubt whether this principle is really useful and appropriate for all of us.
I think this principle has little practical use. Human beings have desires that continually change and can never be fully satisfied. When I was a undergraduate student, I lived in a small dormitory equipped with simple appliances. At that period of time I missed my large bedroom so much, but when I came home I missed my warm and lovely dormitory. Does any architect have the magic to integrate my bedroom and dormitory into a dreamland that can change its style according to my variable needs? The answer is actually impossible. So pepole may think hiding beautiful views enhance greater today, then believe enjoying it ceaselessly values greater tomorrow.
I think the best solution is to be diverse, like putting huge windows on different places in one house, one on the transition places—along paths, on stairs, one in the room where people spend most of their time—bedroom,dining room. Using this method, "Buddist monks" can appreciate restrained views while most of us who are unable to resist the temptation to envolve ourselves in such beauty can stare at it for 24 hours a day if they like.
This principle can be applied to the teaching field. Educators should provide enough teaching and learning materials, multiple teaching equipment such as PPT, flash, movies to enrich the class so that students can choose the one suitable to their taste.
