Background and objectives: The central problem of the research focuses on the significant difference of perception and reception of the built environment among architects and non-architects. The importance of this phenomena lies in the fact that judgement of the environment is primarily not an aesthetic issue, but is also related to a number of issues such as the quality of person-environment fit, well-being, identity, environmental stress and so on. The purpose of the research is to have a nuanced picture of the architect’s profession-specific approach and the general human characteristics in it, in order to have a deep understanding of the double nature of their vision and to enrich the architectural design process leading to a more harmonious person-environment fit in schools. Method: Regarding the difficulties of the reception of late modern and contemporary architecture, a number of international environmental psychological studies were conducted. Based on these, we carried out the qualitative research that fits into the interpretive paradigm. The research deals with recalling the environment experienced by 32 young architects (doctoral students of BME) and interpreting their own high school environment. Using the method of Grounded Theory, the analysis based on images and text leads to the formulation of five grounded theories. Results: In the interviews of the architects, the retrospective recall of their own high school building was not limited to the description of the usual physical characteristics, but was seen as a psychologically rich socio-physical entity and formulated as an autobiographical narrative. Conclusions: Important locations prior to professional training has a great impact on professional life and in the development if their identity. High schools are such important locations, therefore the focus of the architects’ narratives was not restricted to the building, but referred to the rich experience lived at the school. At this level there is a commonality of experience with non-architects. The research offers new colours to the research on the architect’s special point of view, thus pointing in the direction of bridging the communication gap between architects and non-architects.

In an uncertain physical and intellectual environment, a presentation that suggests safety and a well-structured order is likely the best architectural strategy when designing a school. The idea of Érd Fenyves Parkváros Public Education Center started in 2016 with poorly articulated intentions, thus without a significant professional program or partners. Observing the functioning of the school that was handed over a couple of years ago and has been inhabited for a year and a half, the building has many spatial qualities that are still untapped. Led by Tamás Karácsony, György Major, and Péter Klobusovszki, the 24-classroom primary school created in the 'Vertical Workshop' of the Department of Public Building Design at BME may seem like a traditional fortress, but it could also serve as a pedagogy center that opens up to communities and offers alternatives.