ERIC Number: ED283287
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: 0
The Architecture of Schools and the Philosophy of Education.
Changes in instructional methods and ideologies depend on simultaneous changes in the physical environment for the practice of those methods. School architecture results from the type of activity dictated by educational theories. One of the principal ideologies of education is socialization, which perceives education as a process of preparing students to fulfill societal roles. The ideal design for buildings reflecting this bureaucratic conception would resemble an industrial factory complete with an assembly line. A second major ideology is acculturation, which asserts that the purpose of education is to inspire students with a sense of culture and traditional values. The exterior architecture for schools supporting this conviction would show a reverence for the past; for example, an elite school might look like a Greek temple. However, this architecture would not penetrate to the classroom. According to a third ideology, individuation, education is intended to serve the intrinsic needs of individual students. The open space architecture and activity centers of open schools reflect the individuation ideology. (RG)
Descriptors: Architecture, Building Design, Educational Change, Educational Development, Educational Facilities Design, Educational Philosophy, Educational Theories, Elementary Secondary Education, Foreign Countries, Interior Design, School Buildings, Teaching Conditions, Theory Practice Relationship
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents (Jerusalem, Israel, November 16-21, 1986).