ERIC Number: ED471377
Record Type: RIE
Publication Date: 1996-May
Perceptions about the Role of Architecture in Education.
Bradley, William Scott
This dissertation was conducted to examine perceptions held by those who influence schoolhouse design about the role of architecture in education. Eleven informants--regionally and/or nationally respected educators, architects, and educational consultants--were interviewed and asked what they perceive to be the role of architecture in education. Very generally, the informants agreed that architecture should "enhance" education; however, they varied greatly on what they meant by "enhance." Five metaphors were developed to describe the role of architecture in education: (1) as a facility: the architecture should provide the school's basic operational necessities; (2) as a place: the architecture should provide a meaningful context for the learning experience; (3) as a signpost: the architecture should communicate implicitly that which may otherwise be communicated explicitly; (4) as a textbook: the architecture should reinforce the curriculum at primary, secondary, and tertiary levels; and (5) as an agent: the architecture should be a medium that affects change. Those informants closest to the field of education and furthest from the field of architecture were more concerned with providing basic operational necessities than other considerations. In contrast, those informants furthest from the field of education and closest to the field of architecture were less concerned with providing basic operational necessities and more concerned with applying architecture in creative ways to address issues in education. The dissertation concludes that these goals need not be in opposition to one another and that the metaphors are not mutually exclusive; the more of the metaphors that can be incorporated into the designs of schools, the richer the educational experience could potentially be. (Contains 49 references.) (Author/EV)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Virginia.