Organized education is one of the most important pillars of modern day society, and as such, beco... more Organized education is one of the most important pillars of modern day society, and as such, becomes a powerful mass-influence weapon, when controlled by political interests. Are the ideologies behind post-war education reforms in Western and Eastern European states similar in aspirations? Do these ideologies support a brighter future, and if so, what is their envisaged ideal? How do these new systems function, and which point of view on historical facts do they mean to teach? By which principles are school buildings conceived? The subject of this study will consist of an in-depth analysis of educational facilities’ architectural development in two countries pertaining to the opposite political poles in post-war Europe: on one side, the Constitutional Monarchy of the United Kingdom of Great Britain and on the other, the Socialist Republic of Romania. The evolution of educational facilities is reflective of the cultural development of the society which generated them, but also mirror other intricate economic and political aspects. This is one of the reasons the comparison between the two countries would be most relevant to underline the resemblances and differences regarding social goals. Furthermore, the architecture of educational environments facilitates social interactions and model the relationships between individuals and the authorities, generates a work environment which mimics the adult world and conveys the message of what society aspires to become. This message is even more valuable when nations are confronted with armed conflicts and economic crises, as it contributes to maintaining a stable society and instills moral and cultural values. This is the reason why, in the case of Great Britain, the period 1944-1975 seems to be most relevant for the post-war school design analysis, while in the case of Romania, the period 1947-1989, coinciding with the Communist reign, would offer a clearer image of educational facilities’ evolution. This difference in time-frame is due to internal political turmoil, economic challenges and rise and fall of dominating political and ideologies. The chosen time-frame for this study also includes numerous other aspects, which shaped school buildings at both an architectural and engineering level. The post-war lack of workforces, the increase in population numbers, the general need for reconstruction and expansion, political ideologies, were all factors which played a part in the development of construction strategies. To what extent and towards which result they have managed to do so, will be revealed by the detailed study and comparison of the architectural developments in the two chosen countries.
Is the way the German people dealt with architecture - belonging to the former totalitarian regim... more Is the way the German people dealt with architecture - belonging to the former totalitarian regime - a reflection of grief, or a way to dissociate and forget the past ? Can the five stages of grief, as defined in the field of psychology, be traced through the actions of the German people towards the remaining architecture of the former political regime, or do the contradictory opinions regarding these remaining architectural objects render this process impossible ? Are memorials places of perpetual remembrance, or just civilized and polite manners of dissociating from the past in order to forget ?
National Socialist ambitions and ideals are visible in the architecture it produced and left behind. Power is best reflected in the drastic urban measures planned for the capital city and in the scale of the architectural objects proposed for its development. The political regime has left behind buildings burdened with memory of past crimes and suffering. • There is a great quantity of scientific literature discussing the link between space, perception and psychology, as well as the influence these factors bear upon each-other. The way architectural remnants of the former political regime were dealt with mirrors the social events, the spirit of the epoch and the general point of view towards the events symbolized by this unwanted architecture. The five stages of grief, as defined by the American Psychiatrist Elisabeth Kübler-Ross in her 1969 work “On death and dying” are denial, anger, bargaining, depression and acceptance. Since the publishing of her book, the five stages of grief have been identified by modern psychologists in other situations. The paper will trace down the five stages of grief as reflected by the German people’s actions on architecture of the Third Reich.
Organized education is one of the most important pillars of modern day society, and as such, beco... more Organized education is one of the most important pillars of modern day society, and as such, becomes a powerful mass-influence weapon, when controlled by political interests. Are the ideologies behind post-war education reforms in Western and Eastern European states similar in aspirations? Do these ideologies support a brighter future, and if so, what is their envisaged ideal? How do these new systems function, and which point of view on historical facts do they mean to teach? By which principles are school buildings conceived? The subject of this study will consist of an in-depth analysis of educational facilities’ architectural development in two countries pertaining to the opposite political poles in post-war Europe: on one side, the Constitutional Monarchy of the United Kingdom of Great Britain and on the other, the Socialist Republic of Romania. The evolution of educational facilities is reflective of the cultural development of the society which generated them, but also mirror other intricate economic and political aspects. This is one of the reasons the comparison between the two countries would be most relevant to underline the resemblances and differences regarding social goals. Furthermore, the architecture of educational environments facilitates social interactions and model the relationships between individuals and the authorities, generates a work environment which mimics the adult world and conveys the message of what society aspires to become. This message is even more valuable when nations are confronted with armed conflicts and economic crises, as it contributes to maintaining a stable society and instills moral and cultural values. This is the reason why, in the case of Great Britain, the period 1944-1975 seems to be most relevant for the post-war school design analysis, while in the case of Romania, the period 1947-1989, coinciding with the Communist reign, would offer a clearer image of educational facilities’ evolution. This difference in time-frame is due to internal political turmoil, economic challenges and rise and fall of dominating political and ideologies. The chosen time-frame for this study also includes numerous other aspects, which shaped school buildings at both an architectural and engineering level. The post-war lack of workforces, the increase in population numbers, the general need for reconstruction and expansion, political ideologies, were all factors which played a part in the development of construction strategies. To what extent and towards which result they have managed to do so, will be revealed by the detailed study and comparison of the architectural developments in the two chosen countries.
Is the way the German people dealt with architecture - belonging to the former totalitarian regim... more Is the way the German people dealt with architecture - belonging to the former totalitarian regime - a reflection of grief, or a way to dissociate and forget the past ? Can the five stages of grief, as defined in the field of psychology, be traced through the actions of the German people towards the remaining architecture of the former political regime, or do the contradictory opinions regarding these remaining architectural objects render this process impossible ? Are memorials places of perpetual remembrance, or just civilized and polite manners of dissociating from the past in order to forget ?
National Socialist ambitions and ideals are visible in the architecture it produced and left behind. Power is best reflected in the drastic urban measures planned for the capital city and in the scale of the architectural objects proposed for its development. The political regime has left behind buildings burdened with memory of past crimes and suffering. • There is a great quantity of scientific literature discussing the link between space, perception and psychology, as well as the influence these factors bear upon each-other. The way architectural remnants of the former political regime were dealt with mirrors the social events, the spirit of the epoch and the general point of view towards the events symbolized by this unwanted architecture. The five stages of grief, as defined by the American Psychiatrist Elisabeth Kübler-Ross in her 1969 work “On death and dying” are denial, anger, bargaining, depression and acceptance. Since the publishing of her book, the five stages of grief have been identified by modern psychologists in other situations. The paper will trace down the five stages of grief as reflected by the German people’s actions on architecture of the Third Reich.
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Papers by Laura Bulau
The subject of this study will consist of an in-depth analysis of educational facilities’ architectural development in two countries pertaining to the opposite political poles in post-war Europe: on one side, the Constitutional Monarchy of the United Kingdom of Great Britain and on the other, the Socialist Republic of Romania. The evolution of educational facilities is reflective of the cultural development of the society which generated them, but also mirror other intricate economic and political aspects. This is one of the reasons the comparison between the two countries would be most relevant to underline the resemblances and differences regarding social goals. Furthermore, the architecture of educational environments facilitates social interactions and model the relationships between individuals and the authorities, generates a work environment which mimics the adult world and conveys the message of what society aspires to become. This message is even more valuable when nations are confronted with armed conflicts and economic crises, as it contributes to maintaining a stable society and instills moral and cultural values.
This is the reason why, in the case of Great Britain, the period 1944-1975 seems to be most relevant for the post-war school design analysis, while in the case of Romania, the period 1947-1989, coinciding with the Communist reign, would offer a clearer image of educational facilities’ evolution. This difference in time-frame is due to internal political turmoil, economic challenges and rise and fall of dominating political and ideologies.
The chosen time-frame for this study also includes numerous other aspects, which shaped school buildings at both an architectural and engineering level. The post-war lack of workforces, the increase in population numbers, the general need for reconstruction and expansion, political ideologies, were all factors which played a part in the development of construction strategies. To what extent and towards which result they have managed to do so, will be revealed by the detailed study and comparison of the architectural developments in the two chosen countries.
National Socialist ambitions and ideals are visible in the architecture it produced and left behind. Power is best reflected in the drastic urban measures planned for the capital city and in the scale of the architectural objects proposed for its development. The political regime has left behind buildings burdened with memory of past crimes and suffering.
• There is a great quantity of scientific literature discussing the link between space, perception and psychology, as well as the influence these factors bear upon each-other.
The way architectural remnants of the former political regime were dealt with mirrors the social events, the spirit of the epoch and the general point of view towards the events symbolized by this unwanted architecture.
The five stages of grief, as defined by the American Psychiatrist Elisabeth Kübler-Ross in her 1969 work “On death and dying” are denial, anger, bargaining, depression and acceptance. Since the publishing of her book, the five stages of grief have been identified by modern psychologists in other situations.
The paper will trace down the five stages of grief as reflected by the German people’s actions on architecture of the Third Reich.
The subject of this study will consist of an in-depth analysis of educational facilities’ architectural development in two countries pertaining to the opposite political poles in post-war Europe: on one side, the Constitutional Monarchy of the United Kingdom of Great Britain and on the other, the Socialist Republic of Romania. The evolution of educational facilities is reflective of the cultural development of the society which generated them, but also mirror other intricate economic and political aspects. This is one of the reasons the comparison between the two countries would be most relevant to underline the resemblances and differences regarding social goals. Furthermore, the architecture of educational environments facilitates social interactions and model the relationships between individuals and the authorities, generates a work environment which mimics the adult world and conveys the message of what society aspires to become. This message is even more valuable when nations are confronted with armed conflicts and economic crises, as it contributes to maintaining a stable society and instills moral and cultural values.
This is the reason why, in the case of Great Britain, the period 1944-1975 seems to be most relevant for the post-war school design analysis, while in the case of Romania, the period 1947-1989, coinciding with the Communist reign, would offer a clearer image of educational facilities’ evolution. This difference in time-frame is due to internal political turmoil, economic challenges and rise and fall of dominating political and ideologies.
The chosen time-frame for this study also includes numerous other aspects, which shaped school buildings at both an architectural and engineering level. The post-war lack of workforces, the increase in population numbers, the general need for reconstruction and expansion, political ideologies, were all factors which played a part in the development of construction strategies. To what extent and towards which result they have managed to do so, will be revealed by the detailed study and comparison of the architectural developments in the two chosen countries.
National Socialist ambitions and ideals are visible in the architecture it produced and left behind. Power is best reflected in the drastic urban measures planned for the capital city and in the scale of the architectural objects proposed for its development. The political regime has left behind buildings burdened with memory of past crimes and suffering.
• There is a great quantity of scientific literature discussing the link between space, perception and psychology, as well as the influence these factors bear upon each-other.
The way architectural remnants of the former political regime were dealt with mirrors the social events, the spirit of the epoch and the general point of view towards the events symbolized by this unwanted architecture.
The five stages of grief, as defined by the American Psychiatrist Elisabeth Kübler-Ross in her 1969 work “On death and dying” are denial, anger, bargaining, depression and acceptance. Since the publishing of her book, the five stages of grief have been identified by modern psychologists in other situations.
The paper will trace down the five stages of grief as reflected by the German people’s actions on architecture of the Third Reich.