Open AccessRead Between the Walls. Spatial Dimensions of the Hidden School
Author(s) -
Rossina Shatarova
Publication year - 2019
Publication title -
eaae annual conference proceedings
Language(s) - English
Resource type - Journals
eISSN - 2736-6200
pISSN - 2736-6197
DOI - 10.51588/eaaeacp.31
Subject(s) - embodied cognition , context (archaeology) , situated , space (punctuation) , architecture , aesthetics , dimension (graph theory) , isolation (microbiology) , phenomenon , function (biology) , epistemology , sociology , psychology , computer science , visual arts , mathematics , history , pure mathematics , art , philosophy , artificial intelligence , archaeology , evolutionary biology , biology , microbiology and biotechnology , operating system
Architecture matters. The space where education takes place matters. The spatial dimension of a school transforms an abstraction into a situated phenomenon. In doing so, the context intentionally or implicitly affects education.
The potential impact the physical environment and the implied connotations it carries on one’s experience in and of it, is best argued by common sense. Consider the following example.
A wall is a boundary marker. Its function varies: to protect, to enclose, to constrain, to separate and differentiate between spaces, to redirect and flank. Erecting a wall, however, is an intentional design gesture, affiliated to the formation of a barrier, a division, a fortification and/or isolation. Those purposeful and associative properties of a wall are translated into one’s embodied experience of a physical wall.