School Architecture

Resumen El punto de partida del proceso de diseño de los arquitectos es la búsqueda de informaciónteórica, técnica y de obras ejemplares similares. Para el caso de edificios escolares, existe en Colombia una cantidad significativa de documentos técnicos ...

Τhis research project was an initial recording of the present situation in the professional field of Greek urban transport in relation to the workplace psychosocial risk factors. The aim was to investigate the perception of workplace psychosocial risks and the respective management policies by key stakeholders within urban transport organizations. There were seven participants who were selected through purposeful sampling based on their role/position within their organization. A qualitative method was used, and thematic analysis was implemented. The findings include the most prevalent perceived psychosocial risks for drivers. For some of them, their manifestation and impact are differentiated depending on workplace. Workplace violence and harassment were especially highlighted. This was interpreted both as an independent psychosocial risk and as an outcome of other existing psychosocial risks. The paper also discusses the extent to which the recent legal framework on psychosocial risk management has been implemented by the Greek urban transport organizations.

Η παρούσα ερευνητική εργασία αποτέλεσε μιαν αρχική αποτύπωση της παρούσας κατάστασης σε σχέση με τους ψυχοκοινωνικούς κινδύνους στον επαγγελματικό χώρο των ελληνικών αστικών συγκοινωνιών. Βασικοί στόχοι ήταν η διερεύνηση της αντίληψης των Ψυχοκοινωνικών Κινδύνων Εργασίας (ΨΚΕ) και των πολιτικών διαχείρισής τους εκ μέρους των εμπλεκόμενων ατόμων ευθύνης εντός των οργανισμών που εκτελούν αστικές συγκοινωνίες. Στην έρευνα συμμετείχαν επτά συμμετέχοντες, οι οποίοι επιλέχθηκαν με σκόπιμη δειγματοληψία, λόγω της θέσης/ρόλου ευθύνης που κατείχαν στον οργανισμό τους. Ακολουθήθηκε ποιοτική μέθοδος και τα δεδομένα αναλύθηκαν θεματικά. Στα ευρήματα περιλαμβάνονται οι θεωρούμενοι επικρατέστεροι ΨΚΕ για το επάγγελμα του οδηγού. Επισημαίνεται ταυτοχρόνως ότι για κάποιους από αυτούς τους κινδύνους η εκδήλωση και ο τρόπος επίδρασής τους διαφοροποιούνται ουσιωδώς ανά εργασιακό πλαίσιο. Αναδείχθηκε ειδικότερα το ζήτημα της βίας και παρενόχλησης στην εργασία, το οποίο ερμηνεύεται και ως ξεχωριστός ΨΚΕ και ως αποτέλεσμα των υπαρχόντων ΨΚΕ. Η εργασία συζητά επίσης τη μέχρι τώρα εφαρμογή πρόσφατων νομικών διατάξεων από τους οργανισμούς αστικών συγκοινωνιών σε σχέση με την πρόληψη και αντιμετώπιση των ΨΚΕ.

O estudo trata de arquitetura e espaços escolares, numa análise histórica-educativa, no período do séc. XIX e parte do séc. XX. O marco teórico-conceptual assenta em alguns estudos especialmente de Alegre, Barroso, Benito Escolano, Burke, Carvalho e Viñao Frago, que nos leva a utilizar uma metodologia hermenêutica ancorada ao âmbito da História da Educação ou História das Instituições Educativas. Temos como objetivos: analisar o espaço escolar como lugar; compreender o espaço escolar como elemento intrínseco ao quotidiano da escola. Temos 3 pontos de análise: espaço como elemento crucial da relação arquitetura escolar-educação; espaço escolar como lugar e território da materialidade física; organização educativa, a classe e estruturação do tempo escolar. A discussão, interpretação e releitura do espaço escolar focaliza os projetos arquitetônicos de cada época.

On conçoit et on construit aujourd'hui desb âtiments scolaires àu n moment où l'éducation, tant dans sa natureque dans sonprocessus, est en train d'être radicalement repensée. De plus en plus, la mondialisationc ontraint les gens àdévelopperdenouvelles compétencesqui leur permettent de travaillerde manièrepluscoopérativeetcréative. Lesjeunes diplômés actuels exerceront sans doutep lusieursm étiers durant leur carrièree ti le st très probableq ue les types d'emploia uxquelsl es jeunes adultes postuleront, une foisl eurd iplôme en poche, n'existaient pas lorsqu'ils ontentamé leursétudes.Nous sommes dans un mondeoùles conceptstraditionnels de structureetd epouvoir dans l'organisation de l'entreprise, ne s'appliquent plus désormais. L'essorr apided es technologies mobiles af acilité les contactse ntre les individus, ainsi quel a démocratisationd us avoir.Ces nouvelles technologies permettent àd es réseaux de citoyensdepartager rapidementdes idées et desinformations, et de remettre en questionl es structures traditionnelles d'organisatione td eg ouvernement, ainsi queles formes traditionnelles de pouvoir, quecesoitenimposant de force le changementd émocratique, ou simplement en exerçant une influences ur ces structures et formes de pouvoir. L'éducationn 'échappe pas àcela. Cesévolutions ontu ni mpact profonds ur la naturem ême de l'éducation, àt ous les niveaux, depuis l'enseignement primairej usqu'àl af ormationa dulte. Àc elas 'ajoutent, dans certains pays tels queleRoyaume-Uni, d'importants mouvements de populatione tu ne croissanced émographique, si bien quel es autorités éducatives se voient fortement contraintes de répondret rès vite àl ad emande. Ceta rticle explore la questiondelac onception desbâtiments scolaires dans ce contexte,et tented ed éfinir les caractéristiques dese nvironnements physiques d'apprentissagep ropres àr épondreàl 'évolutiond es besoins en matièred 'éducation. Le discourspédagogique actuelest axé surl'apprentissage, surlefait de mettre l'élèveaucentredudébat, de l'aider às'adapter, àêtrecréatif, coopératif, réactif et autonome pour répondrea ux besoins d'un contexte mondialisé en 1. Article traduit parJérôme Quintana.

This paper describes and discusses architect Mary Medd's input into school development within the Ministry of Education, responsible for England and Wales, during the postwar era, highlighting her agency and capacity to provide significant change in the discipline of architecture. Mary Medd's contributions were outcast on two fronts: first, by an institutional framework that prioritised anonymous civil service expertise, thereby suppressing individual attribution, and second, as one half of a prosperous partnership, both professional and personal, with David Medd. Although the collective processes that inexorably characterise the work dynamics within public institutions normally imply that any attribution to a single person is ambiguous, this paper suggests that the institutional framework should not be interpreted as a hindrance to the recognition of Mary Medd's authorship. Through archival work, and focusing on her design proposals, the Ministry of Education is interpreted as the very place where she decided to develop her agency as a woman, deeply engaged in education and architecture, to pursue the complete reconfiguration of school design in a national level. The ministry offered a place for the development of a different kind of architectural practice where her individual agency could be exercised both as a designer of spatial layouts and as the main catalyst of a holistic interdisciplinary collaboration. The paper embarks on a mission to reevaluate and celebrate Mary Medd's crucial role in the evolution of education architecture through an analysis of her diaries, notebooks, and drawings. In addition to repositioning Mary Medd within the annals of architectural history, this research aims to contribute to the ongoing historiography of feminist research methods and ideologies within the field. By shedding light on the gendered disparities in architectural history and emphasising the importance of acknowledging women's contributions, this study adds to the broader conversation on gender equity in design and education, ultimately enriching our understanding of the multifaceted history of architectural practice.

This paper reports on the conclusions of implementing the Constructing Education Framework in a selection of schools in Finland and Italy.  The Framework proposes to embed into the design and construction processes of new or renovated school a series of education activities that cancontribute to strengthen  the impact of the investment on student learning.  The report presents the conclusions of implementing the Framework and confirms that the additional costs of the education activities proposed are marginal but the potential impact high.

This text on school-architecture principally presents an architectural point of view. However, by focusing on how the two disciplines (architectural criticism and the history of pedagogy) deal with the problematic of time, the text touches the interdisciplinary question. In the first two paragraphs we stress the relative autonomy of the architectural discipline. By referring to the theories of the Italian architect Aldo Rossi, we make a distinction between the architectural form and the function of the building. The architect confronts the material sustainability of the architectural form to the occupational variability of institutional regimes. He demonstrates that historical buildings and monuments still have sense, even when the inhabitation, the use of the buildings and the initial meaning of the buildings have changed. In the next two paragraphs we try to re-investigate the relationship between the school programme and the architecture of an educational edifice. Therefore, we make use of two series of metaphors. A first sequence of terms is borrowed from computer technology. We compare the school building, the school regime and the events occurring in a school setting; to the hardware, the software and the way one makes use of a computer. For the second sequence of terms we make use of the 'time theory' of Fernand Braudel. The French historian distinguishes the longue durée from the social history and historical events: 'des structures, des conjunctures, des événements'. Referring to the material sustainability of architectural artifacts, we argue that many architectonic questions are rooted in the longue durée. We even boldly state that architecture acts against the social history of customs and institutions. In a last concluding paragraph we will show, how in the design process, these categories are inverted. While designing a building, the solid becomes fluid, and the material reality becomes a possibility. In the design process the architect invests in the longue durée and the material qualities (the hardware) of institutional buildings such as a school, but in this way the designer finally can formulate a critique on the functioning of an institutional regime, and the use of the architectonic artifact.

U ovom radu se istražuju nastanak i projektantske odlike dva arhitektonska ostvarenja u Banjaluci i Sremskoj Kamenici, s kraja šezdesetih i prve polovine sedamdesetih godina XX veka, novosadske arhitekte Tatjane Vanjifatov Savić (1929–2009), sagledana i tumačena kroz svojevrsni model arhitekture solidarnosti kojom je trebalo da se doprinose inkluzivnom razvoju (socijalističkog) društva i urbanih sredina. Iako pojava darivanja arhitektonskog projekta/dela ima znatno dužu tradiciju, i obično se vezuje za vladarske poduhvate, razne izraze zahvalnosti i zadužbinarstvo, kontekst čovečanstva posle Drugog svetskog rata i jačanje socijalnih stremljenja uticali su na različite vidove solidarnosti, institucionalizovane pomoći i podrške. Osnivanje Ujedinjenih nacija, Pokreta nesvrstanih i drugih multilateralnih i međunarodnih organizacija koje su imale za cilj održavanje međunarodnog mira i bezbednosti, doprinelo je globalnom širenju programa i mreže ekspertskih timova obučenih za raznovrsne projekte koji imaju za cilj pomoć ugroženim područjima ili ekonomski nerazvijenim zemljama i oblastima. Obezbeđivanje adekvatnog stanovanja i osnovnih socijalnih usluga, nadasve vaspitno-obrazovnih i zdravstvenih, predstavljalo je jednu od ishodišta modernosti i manifestaciju humanističkih utemeljenja arhitekture.

U osnovama i težnjama socijalističkih društava, kakvo je bilo i jugoslovensko, solidarnost i uzajamna pomoć bili su inkorporirani u delovanje mnogih društvenih i radnih organizacija. U tom smislu zapaženu ulogu su imala projektantska i građevinska preduzeća. Zadaci arhitekata, urbanista i celokupne građevinske operative, od posleratne obnove zemlje do novih strateških opredeljenja u domenu planiranja i izgradnje, bili su podstaknuti težnjama za sveobuhvatnom modernizacijom i društvenim boljitkom. Potreba za arhitektonskim intervencijama se naročito ispoljavala u slučaju saniranja šteta posle elementarnih nepogoda, kao i usled podrške socijalnim programima i projektima koji su imali za cilj podsticanje i jačanje društvenih ustanova. Realizacije Vanjifatov Savić u dve različite sredine upravo su primer arhitekture solidarnosti – projekat univerzitetskog kompleksa u Banjaluci poklon je SAP Vojvodine gradu na Vrbasu nakon razornog zemljotresa 1969. godine, dok je projekat S.O.S. Dečijeg sela u Sremskoj Kamenici poklon arhitekata ogranku istoimene međunarodne organizacije radi realizacije prvog takvog sela za decu bez roditelja u Jugoslaviji. Kroz ova dva projekta Vanjifatov Savić pokazuje kako arhitektura može biti katalizator za rešavanje bitnih društvenih pitanja, istovremeno naglašavajući važnost kolektivne svesti o solidarnosti, ali i ulozi arhitekata u projektima od društvene važnosti. Arhitektura vaspitno-obrazovnih objekata Vanjifatov Savić, obeležena racionalnim modernističkim pristupom, ukazuje na uvažavanje lokalnog konteksta i programskih specifičnosti, omogućujući istovremeno i transformativni pristup oblikovanju građene sredine.

Ključne reči: Tatjana Vanjifatov Savić, arhitektura solidarnosti, modernizacija, Banjaluka, Sremska Kamenica

INTEGRAL METHODOLOGY, HOW TO EVALUATE
An integral methodology was created to make the process of 20th century architectural heritage identification and value assessment in B&H systematic and context related. It is based on the theoretical knowledge that is rooted in charters, documents, and declarations of international and regional background with a stress on authenticity and integrity of different criteria. It is also founded on the belief that analyses of architectural heritage have an equal representative potential and expertise visibility through graphical and descriptive form. The result of the research points out that the international set of criteria for the value assessment is complete when specificities of the regional context are added, and it shows that the graphical and descriptive part of value analyses and assessment are equally important and necessary in the process of creating recommendations for the 20th century architecture preservation.

Toplumların tarihsel mirasının, kültürel
değerlerinin, inançlarının eğitim yapıları-
nın değişimine ve mekânsal yansımalarına
etki etmesi kaçınılmazdır. Günümüz eğitim
yapılarının tasarımı ve işlevi de modern
eğitim anlayışına uygun bir şekilde değiş-
mektedir. Bu bağlamda, eğitim yapılarının
mekânsal değişimini incelemek büyük önem
taşımaktadır.

Znanstveni prilozi | Scientific Papers UVOD 1 *** 1999: 3-5. "Otvaranje gimnazije u Zagrebu bio je svojevrsni vrhunac razgranatog školstva sestara milosrdnica u Hrvatskoj i Bosni i Hercegovini. A sve je poèelo dolaskom prvih šest sestara iz Tirola 1845. godine na poziv kardinala Jurja Haulika koji je osjetio goruaeu potrebu odgoja i obrazovanja siromašne mladeži u Hrvatskoj, posebno djevojaka, te poziva sestre koje aee se posvetiti odgoju i obrazovanju djece i mladih i, takoðer, njezi bolesnika u bolnicama. …Osim gimnazije koja je otvorena 1926. najpoznatija je Ženska uèiteljska škola otvorena veae 1848. koja je bila prva uèiteljska škola u Hrvatskoj i s kojom je zapoèelo sustavno obrazovanje uèitelja u Hrvatskoj." [] 2 Zgrada nekadašnje gimnazije, danas Upravna i birotehnièka škola, Varšavska 17, u neposrednoj je blizini Samostana sestara milosrdnica sv. Vinka, koji se i danas nalazi na adresi Frankopanska 17 u Zagrebu. U sklopu samostana u Gunduliaeevoj ulici sestre su održavale i nastavu Graðanske djevojaèke škole. Danas na toj adresi (Gunduliaeeva 10) djeluje Ženska opaea gimnazija Družbe sestara milosrdnica s pravom javnosti. [disad.html] 3

Znanstveni prilozi | Scientific Papers UVOD 1 *** 1999: 3-5. "Otvaranje gimnazije u Zagrebu bio je svojevrsni vrhunac razgranatog školstva sestara milosrdnica u Hrvatskoj i Bosni i Hercegovini. A sve je poèelo dolaskom prvih šest sestara iz Tirola 1845. godine na poziv kardinala Jurja Haulika koji je osjetio goruaeu potrebu odgoja i obrazovanja siromašne mladeži u Hrvatskoj, posebno djevojaka, te poziva sestre koje aee se posvetiti odgoju i obrazovanju djece i mladih i, takoðer, njezi bolesnika u bolnicama. …Osim gimnazije koja je otvorena 1926. najpoznatija je Ženska uèiteljska škola otvorena veae 1848. koja je bila prva uèiteljska škola u Hrvatskoj i s kojom je zapoèelo sustavno obrazovanje uèitelja u Hrvatskoj." [] 2 Zgrada nekadašnje gimnazije, danas Upravna i birotehnièka škola, Varšavska 17, u neposrednoj je blizini Samostana sestara milosrdnica sv. Vinka, koji se i danas nalazi na adresi Frankopanska 17 u Zagrebu. U sklopu samostana u Gunduliaeevoj ulici sestre su održavale i nastavu Graðanske djevojaèke škole. Danas na toj adresi (Gunduliaeeva 10) djeluje Ženska opaea gimnazija Družbe sestara milosrdnica s pravom javnosti. [disad.html] 3

Znanstveni prilozi | Scientific Papers UVOD 1 *** 1999: 3-5. "Otvaranje gimnazije u Zagrebu bio je svojevrsni vrhunac razgranatog školstva sestara milosrdnica u Hrvatskoj i Bosni i Hercegovini. A sve je poèelo dolaskom prvih šest sestara iz Tirola 1845. godine na poziv kardinala Jurja Haulika koji je osjetio goruaeu potrebu odgoja i obrazovanja siromašne mladeži u Hrvatskoj, posebno djevojaka, te poziva sestre koje aee se posvetiti odgoju i obrazovanju djece i mladih i, takoðer, njezi bolesnika u bolnicama. …Osim gimnazije koja je otvorena 1926. najpoznatija je Ženska uèiteljska škola otvorena veae 1848. koja je bila prva uèiteljska škola u Hrvatskoj i s kojom je zapoèelo sustavno obrazovanje uèitelja u Hrvatskoj." [] 2 Zgrada nekadašnje gimnazije, danas Upravna i birotehnièka škola, Varšavska 17, u neposrednoj je blizini Samostana sestara milosrdnica sv. Vinka, koji se i danas nalazi na adresi Frankopanska 17 u Zagrebu. U sklopu samostana u Gunduliaeevoj ulici sestre su održavale i nastavu Graðanske djevojaèke škole. Danas na toj adresi (Gunduliaeeva 10) djeluje Ženska opaea gimnazija Družbe sestara milosrdnica s pravom javnosti. [disad.html] 3

The present study will attempt to achieve this double objective — to gain an insight into the fundamental structures of educational behaviour in order to help explain the inertia that has weighed against educational reform. We will seek to penetrate everyday practice in Belgian primary education. The choice of the primary school as the object of study reflects not only the background to the research project but also the ferm belief that the essence of educational intervention is most clearly revealed at those levels at which educationalisation has penetrated most effectively. The period covered by the study has also been carefully selected. It runs from 1880 to 1970 and thus takes in the years in which the second industrial revolution made itself felt. To test the hypothetical continuity of educational behaviour, a deliberate choice has also :been made for three key periods in economic history, in which the social situation varied significantly: the 1880s, the 1930s and the 1960s. T...

Prispevek  na  primeru  občine  Ljubljana  Vič  -  Rudnik  prikaže  razvoj  mehanizma  samoprispevka in njegovo vlogo v procesu socialistične modernizacije. Samoprispevek je bil časovno omejena dajatev, namenjena za reševanje skupnih krajevnih potreb, najpogosteje za  izgradnjo  infrastrukture.  Zakonsko  je  bil  s  posebno  uredbo  prvič  urejen  v  štiridesetih  letih 20. stoletja, nato so ga urejali z davčnimi predpisi, leta 1973 pa sprejeli tudi zakon o samoprispevku. Postopoma se je razvijal od mehanizma nerazvitih podeželskih skupnosti do enega od pomembnih finančnih virov za gradnjo javne infrastrukture. To vlogo je izgu-bil sredi osemdesetih let zaradi rastoče gospodarske krize in nenehnih težav pri izvajanju projektov iz sredstev samoprispevka. Na podeželju, kjer je bila participacija prebivalcev v celem obdobju socializma nujna za razvoj infrastrukture, se je kljub temu pojavljal vse do konca socializma.

U radu se obrađuje razvoj (Kraljevske) Nautičke škole u Bakru od njena osnutka 1849. godine pa do kraja Prvog svjetskog rata. Kroz kratki povijesni kontekst prikazuje se Bakar kao važno pomorsko središte 18. stoljeća, ali i problemi u kojima se grad zatekao u posljednjoj četvrtini 18. i početkom 19. stoljeća. Nakon pregleda razvoja škole i reorganizacija, koje su školu zatekle u tih gotovo 70 godina, obrađuju se teme kao što su pitanje hrvatskog jezika, školskih brodova, političkog djelovanja profesora i učenika škole te stvaranje kadra trgovačke mornarice. U zadnjem dijelu donosi se zaključak i ideje za buduća istraživanja.

Lyon, 29 novembre 2024. Colloque du RT-CNRS "Recherches sur les questions d'éducation", axe transversal 4, "Vers une éducation démocratique. Histoire et actualités des discours et des pratiques", symposium 6, Conceptions mobilisées dans la représentation, l’évolution et l’approche critique de la matérialité de la forme scolaire en lien avec la question de la démocratisation.

Las publicaciones universitarias de arquitectura han alcanzado cierto nivel de madurez a pesar de la falta de editoriales tradicionales que les den soporte. En paralelo al desarrollo de importantes proyectos digitales, por estos días se puede encontrar una gran cantidad de publicaciones impresas gestionadas por diversos colectivos y grupos. Destacan por supuesto en ambos campos los proyectos que lleva adelante la Universidad Católica que cuenta con dos revistas ISI en nuestra disciplina y ha levantado una interesante plataforma Web de difusión. Coordinación: Unidad de Extensión, Arq.

Le but de cet article est de documenter les facteurs qui ont influencé l’évolution particulière des salles de classe au sein des écoles primaires. Dans cette optique, un ensemble de documents d’archives retraçant l’histoire du parc immobilier scolaire québécois depuis la fin du XIXe siècle a été recueilli. Les données amassées ont été analysées à partir d’une classification thématique des unités sémantiques identifiées dans ces textes. Cela a permis de faire émerger, à partir des discours d’un ensemble d’acteurs ayant contribué au processus de définition des espaces scolaires (ex. : architectes, acteurs politiques, administrateurs, etc.), les raisons principales évoquées pour expliquer leurs choix conceptuels selon les époques de construction. Ces motifs ont par la suite été associés aux configurations types de salles de classe identifiées au sein d’un échantillon représentatif de bâtiments d’écoles primaires du Québec.

The south elevation of the First Floor (F1) Room 4 in the East Wing of the former house. The west elevation of the First Floor (F1) Room 4 in the East Wing of the former house. Southern of a pair of doors in the west wall of First Floor (F1) Room 4, this one leading into a storage area (see below). West wall of storage area accessed by the southern of a pair of doors in the west wall of First Floor (F1) Room 4, showing a blocked door as a recess, formerly connecting through to the main stair

Το ερώτημα που θέτουμε συχνά στον εαυτό μας είναι « Πώς
μπορούμε να βάλουμε σε σειρά τις υποχρεώσεις, τις ανάγκες
και τις επιλογές μας; » Η απάντηση είναι να φτιάξουμε ένα
προσωπικό στρατηγικό πλάνο και να χρησιμοποιήσουμε τα
κατάλληλα εργαλεία διαχείρισης προτεραιοτήτων σε ατομικό
επίπεδο, ως μέλη μιας ομάδας και ως ηγετικά στελέχη.

A partir de las ideas de la historiadora del arte Griselda Pollock en torno a la definición y crítica de los discursos culturales hegemónicos, este artículo explora las posibilidades de revisión de la historia de la arquitectura en Chile entre 1920 y 1980 desde una perspectiva de género. Mediante las nociones diferenciadas de encuentro con las tradiciones selectivas de la historiografía definidas por Pollock, se construye un panorama amplio y heterogéneo de figuras significativas a escala local. Finalmente, se proponen reflexiones en torno a los desafíos teóricos implicados en la construcción de una historia de las mujeres en la arquitectura.

A lo largo del siglo XX, las reformas educativas en Chile y el aumento en la escolaridad impulsaron al Estado a buscar sistemas que facilitaran la expansión de la infraestructura educativa a escala nacional. Este artículo discute el proceso de estandarización de los entornos escolares rurales. Examinándolo a la luz de nociones modernistas como “tipología” y “estándares”, se revelan las características únicas de un proceso que, a lo largo del tiempo y a través de distintos actores, exploró diversos enfoques hacia la estandarización funcional, formal y técnica.

El desarrollo de la arquitectura racionalista en Bilbao coincidió con el advenimiento de la II República y se aproximó a las experiencias que se estaban desarrollando en otras ciudades de manera desigual. En la mayoría de los casos se trató de proyectos que se limitaron a adoptar un nuevo estilo, y no propusieron una alternativa en la manera de plantear la ciudad, la arquitectura, la construcción o la profesión. Sin embargo, en los concursos municipales para construir las viviendas de Solokoetxe y el grupo escolar de San Francisco, se ensayaron nuevas maneras de organizar la casa y el aula. Con ellos se propusieron, aunque de manera un tanto rígida y mimética, alternativas para habitar y estudiar, y con ello posibles soluciones a dos de los principales problemas de la época: la falta de alojamientos y escuelas.

Entre 1968 y 1978, la Sociedad Constructora de Establecimientos Educacionales (SCEE) en Chile desarrolló una serie de prototipos experimentales para la construcción de escuelas y programas educativos basados en la modularidad y prefabricación. Este artículo ahonda en algunos de estos prototipos, revelando las ambiciones y desafíos asociados

This paper explores sensory perception in classrooms, and the relationship between classrooms and nature in the context of the COVID-19 pandemic. First, it argues that this crisis provides a unique opportunity to rethink how we perceive classrooms and their connection with nature. Second, the paper describes what students and teachers usually see, hear, touch, smell, and taste in classrooms, and identifies unusual or overlooked sensory phenomena that COVID-19 has brought to our attention. Third, the paper discusses three types of classrooms (traditional, innovative learning environment, open-air) and how they model our perception and conceptualization of nature. The paper concludes by emphasizing the relevance of everyday aesthetics in education, what stands as an opportunity to sensorially enrich pedagogy, and to approach classrooms as proper dwellings for both humans and other-than-human beings.

The present study will attempt to achieve this double objective — to gain an insight into the fundamental structures of educational behaviour in order to help explain the inertia that has weighed against educational reform. We will seek to penetrate everyday practice in Belgian primary education. The choice of the primary school as the object of study reflects not only the background to the research project but also the ferm belief that the essence of educational intervention is most clearly revealed at those levels at which educationalisation has penetrated most effectively. The period covered by the study has also been carefully selected. It runs from 1880 to 1970 and thus takes in the years in which the second industrial revolution made itself felt. To test the hypothetical continuity of educational behaviour, a deliberate choice has also :been made for three key periods in economic history, in which the social situation varied significantly: the 1880s, the 1930s and the 1960s. T...

Wir schulden großen Dank den Schülern und ihren Lehrern, die uns ihre Klassenzimmer geöffnet und lange Unterhaltungen mit uns geführt haben, den Schulleitern, die uns geduldig viele Fragen beantworteten, den Beamten in den Schulbehörden, die mit vielen Informationen unsere Kenntnis der Problemlage erweiterten, und einigen Eltern und ihren Vertretern, die uns wichtige Erfahrungen weitergaben. Guten Rat bei der Planung unserer Schulbesuche und viele hilfreiche Kommentare zur ersten Fassung unseres Berichts erhielten wir von Elke Calliess (Berlin), Ariane Garlichs (Kassel) und Erwin Schwartz (Frankfurt) sowie seinen Kollegen im Arbeitskreis Grundschule, Dietmar Bolscho, Karl-Heinz Burk und Dieter Haarmann. Aus dem Institut haben vor vielen anderen Peter Martin Roeder und Achim Leschinsky sowie Jürgen Baumert unsere Arbeit an diesem Bericht mit kritischen Einwänden und vielen Hinweisen unterstützt. Ihnen allen sagen wir unseren Dank.

Tras producirse un terremoto, se hace imprescindible conocer el estado en el que se encuentran las edificaciones que hayan podido verse afectadas, tanto de los bienes inmuebles comunes, como de aquellos que tengan la calificación de Bien de Interés Cultural (BIC) y el de sus construcciones anejas, dada su importancia, a través de ensayos y técnicas de obtención de información, que posteriormente sirvan como base para la redacción del proyecto del Restauración. Mediante la presente investigación se aborda el tema, presentando un plan integral de evaluación de daños, donde a su vez se analizan los ensayos, de campo y de laboratorio, más adecuados a realizar en cada caso.

This article is a research conducted by students of the Aristotle University of Thessaloniki and records their personal views on the Studies of Religious Education and its relation to the science of Social Pedagogy. Initially, the concept of Social Pedagogy will be clarified, highlighting its basic historical dimensions and demonstrating its breadth and its multidimensional scope. Subsequently, its basic principles are studied in relation to the objectives of the Studies of Religious Education. Finally, based on the fundamental positions and priorities of Social Pedagogy, the research will be presented in detail as well as the conclusions that will emerge.

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

In this present paper, we explore the representations of female identity in the online series of the United Nations, UN in Action. The short film is analyzed based on a constructionist model of the analysis of identities in discourse. The story of the film refers to the actions of the female protagonist, focusing on her effort to establish herself in a male-dominated professional area. Throughout the film, a "pioneering" female identity is constructed, which is a hybrid identity, as it mixes traditional elements (e.g. feminine-speech style, Muslim religion) with more progressive ones (e.g. masculine-speech style, professional acknowledgement in a male-dominated field of action). In this way, this identity consists of contemporary Western ideas without, nevertheless, disrupting traditional values.

Frühneuzeitliche Schularchitekturen sind bisher weder von der Geschichtswissenschaft noch den historischen Bildungswissenschaften oder der Architekturgeschichte erforscht worden. Der Grund hierfür ist die unbewiesene Annahme, dass sich erst durch die Aufklärung und mit der Entwicklung des modernen europäischen Staates nach 1800 eine dezidierte Schularchitektur entwickelt hat.
Der frisch erschienene Band bündelt die wegweisenden Ergebnisse einer ersten internationalen und interdisziplinären Tagung zum Thema der frühneuzeitlichen Schularchitekturen überhaupt. Auf der Basis der Beiträge (u.a. zu den Franckeschen Stiftungen in Halle, Jesuitenschulen, der maison royale de Saint-Loius (St. Cyr) oder der Schulgründungen von Missionaren in Indien) wird dem bisherigen Narrativ widersprochen und eine dogmenfreie, international und interdisziplinär ausgerichtete und vergleichend angelegte Forschung zu Schularchitekturen vor 1800 eingefordert.

Early modern school architecture has not yet been researched by historians, educational historians or architectural historians. The reason for this is the unproven assumption that it was not until the Enlightenment and the development of the modern European state after 1800 that a dedicated school architecture developed.
This recently published volume brings together the groundbreaking results of the first ever international and interdisciplinary conference on the subject of early modern school architecture. Based on the contributions (e.g. on the Francke Foundations in Halle, Jesuit schools, the maison royale de Saint-Loius (St. Cyr) or the schools founded by missionaries in India), the previous narrative is contradicted and a dogma-free, international and interdisciplinary comparative research on school architecture before 1800 is called for.

Il presente ebook è pubblicato con il "Fondo di Ateneo per la Ricerca 2020" dell'Università degli Studi di Sassari Con il contributo del DADU|UNISS Si ringrazia il Direttore di Dipartimento Prof. Emilio Turco con la segreteria amministrativa. Grazie alla Dott.ssa Flavia Marceddu per il generoso lavoro di comunicazione svolto nell'ambito della call Alumni e delle attività di reportage video-fotografico dei seminari. Un ringraziamento particolare al Prof. Enrico Cicalò per il suo sostegno al Ciclo di conferenze Architetti ad Alghero e alla realizzazione di questa pubblicazione.