From enclosure to partition defining school design on a pedagogical basis
Başlık çevirisi mevcut değil.
- Tez No: 796618
- Danışmanlar: Belirtilmemiş.
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2017
- Dil: İngilizce
- Üniversite: The Open University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 10
Özet
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Özet (Çeviri)
The dissertation examines the relationships between spatial agencies and pedagogy in schools. Current policies and research reduce the discussion of school design to well-performing buildings in terms of environmental comfort, and to efficient plan layouts. School buildings, resultant of such discussions limit the ways in which schools operate socially and pedagogically. The dissertation aims first to analyse the spatial and pedagogical implications of such quantitative arguments, and later, to rethink the school typologies and the spatial elements of schools with respect to pedagogical statements through an analytical and design dissertation, opening ways for challenging the policies. While pedagogies statements make explicit the social ideals, they cannot prescribe the patterns of behaviour without being materialised. School buildings, with their formal, organisational, and material systems order these patterns. The quantitative arguments, thus, crystallise into equalsized classroom and double-loaded corridor configurations, which restates the education only as a classroom-based practice without recognising other forms of learning and teaching. The dissertation, analysing the elements that construct the school typologies in pedagogical terms, proposes the partitioning and creation of clusters as a strategy, instead of classroom and corridor that could recognise different teaching and learning methods identified, and at the same time form a coherent whole providing a sense of community in the schools. In addition to the building scale, the dissertation argues the urban scales, in which such quantitative arguments constrain the school projects at most. The dissertation proposes extending the strategy of partitioning to urban scales, and investigates the extent and the ways in which the schools can organise their surroundings and how in return, the pedagogies and the schools can be shaped. The dissertation, therefore, opens up a possibility to challenge the policies and regulations governing school designs, by redefining the enclosures, divisions, connections, densities, and proximities in the form of the classroom, in the form of the schools, and in the form of the city by basing them in pedagogical arguments.
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