Much of the design "problem" presumably originates in the contradictions
of the activity-complex: control, information delivery, dialogue, inquiry
... and the surrounding assumptions about teacher-student ratio,
age-homogeneity of students, isolation of learning environments from other
social settings, curricular authority, student incompetence, etc.
No amount of good design is going to save a fundamentally dysfunctional
yes, absolutely correct - the design plan reminded me of the classrooms i worked in through-out the seventies - and as Jay points out, the contradictions arise throughout the historical and maintained hierarchical powers relations that suffuses the institution of education - the institution is not just there for "education" - it's also for "disciplining docile bodies" (Foucault).
This archive was generated by hypermail 2b29 : Tue Mar 01 2005 - 01:00:04 PST