we have already changed the notion of a school structure from one
of a building to one of an _environment_;"
So, this a start? I feel like it is a good place to start from. Can't draw
tyhe blueprints though. have to get to my thesis semester first and have a
little more thoroughness to my research.
"discursive space, those spaces that mediate activity *are*
*the* space -
so it wouldn't be a specifically spatial "space" but a conceptual realization
about space - does that make sense? what arranges space, and how we arrange
space,
these are more than structural specifications,
but I'd think more "environmental" considerations...."
I'm not completely sure i understand the "spatial" space part but I do see
what you are trying to get at. So, when you mention the environmental
considerations, these are all based on how a teacher regulates their space;
how closed off or open they want it to be? WHat i also get out of this is
that the space should evolve around those people who inhabit it and use it.
(?) Well, that's something they try and emphasize to us here at RPI. So from
the environment evolves the structure. Would it make more sense to let the
learning environment inspire the development of the enclosure and spatial
arrangement to accomodate it? Do you or does everybody understand what I am
trying to get at? I am starting to see an environment that has all these
"discursive" or mediating spaces all interconnected with one another. Within
the whole learning environment, there are a variety of macro and micro
environments. How does this sound? is it looking good?
It really helps that I have a basic understanding of cooperative learning,
distributed cognition and learning, specifically in children. I can really
begin to see all this cooperation and distributed cogninition adding to the
learning environment by happening at different micro and macro levels. But
what about the engagement of the learners with new multimedia technologies
becoming more and more a part of the learning environment? To what level does
the technology become so much a part of learning and how would it affect the
spatial considerations of the learning environment?
And diane, I totally agree with you when you say that by thinking about the
learning environment, we are completely beginning to rethink the "structure"
of schools. In fact, why should we even use school as the word for education
anymore. Such an institutional word it is. Right?
-- Stephen Van Hoose 5th Year B.A. Architecture Student Rensselaer Polytechnic Institute School of Architecture Troy, NY mail: vanhos who-is-at rpi.edu web address: http://www.rpi.edu/~vanhos