Advertisement

Education and Architecture: Seeking Grounds for Dialogue

  • Franca ZuccoliEmail author
Chapter
Part of the Research for Development book series (REDE)

Abstract

The importance of the educational environment, the space in which students spend a significant proportion of their daily lives, is a well-established principle. Numerous national and international studies suggest the need to focus carefully on this dimension, recognising its contribution to, and influence on, the entire teaching–learning process. Notably, key figures in the history of education have long concerned themselves with this issue, albeit from different perspectives: some seeking to offer children a setting reminiscent of the home, in the sense of a familiar environment designed to meet their needs (Maria Montessori), others designing the school building with the help of engineers and architects (Giuseppina Pizzigoni) and still others conceptualising space as the third educator (Loris Malaguzzi). However, apart from a small number of exceptional cases, dialogue between education specialists, educators, teachers and architects has rarely become consolidated practice; most frequently, teachers and learners inhabit spaces previously designed by others and are obliged to adapt to pre-existing environments. It should also be noted that, compared to younger children in the 0–10 years age range, the specific age group focused on in this book, namely, preteens and teens, has not benefited from investment in researching, building or assessing educational environments. Yet, it is precisely in this older cohort of students, who are struggling to define their identity, experiencing constant bodily change and seeking support for their relationship with societal institutions, that direct participation and a joint rethinking of school spaces could make a vital contribution to ongoing personal and collective development.

References

  1. Abbasi, N. (2016). Adolescent identity formation and the school environment. In K. Fisher (Ed.). The translational design of schools: An evidence-based approach to aligning pedagogy and learning environments (pp. 83–104). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  2. Adams, G. R., & Marshall, S. K. (1996). A development social psychology of identity: Understanding the person-in-context. Journal of Adolescence, 19(5), 429–442.Google Scholar
  3. Barone, P. (Ed.). (2005). Traiettorie impercettibili: Rappresentazioni dell’adolescenza e itinerari di prevenzione. Guerini: Milano.Google Scholar
  4. Ceppi, G., & Zini, M. (Eds.). (1998). Bambini, spazi, relazioni. Metaprogetto di ambiente per l’infanzia. Reggio Children: Reggio Emilia.Google Scholar
  5. Coén, R. (1968). Pensiero pedagogico e edilizia scolastica. In Casabella, 331, dicembre 1968, anno XXXII (pp. 6–7).Google Scholar
  6. Coffey, M., & Maali, K. (2007). Developing spaces by and for teens in out-of-school-time programs. A project of build the out-of-school time network and children’s investment fund. Boston, Massachusetts: BOSTnet.Google Scholar
  7. Cook-Sather, A. (2002). Authorizing students’ perspectives: Towards trust, dialogue, and charge in education. Educational Researcher, 31(4), 3–14.CrossRefGoogle Scholar
  8. Edwards, C., Gandini, L., & Forman, L. G. (Eds.). (2017). I cento linguaggi dei bambini: l’approccio di Reggio Emilia all’educazione dell’infanzia. Parma: Ed. Junior/Spaggiari Edizioni.Google Scholar
  9. Erikson, E. H. (1968). Identity, youth and crisis. London, England: Faber & Faber Limited.Google Scholar
  10. Erikson, E. H. (2008). The problem of EGO identity. In D. L. Browning (Ed.), Adolescent identities: A collection of readings (pp. 223–240). New York, NY: Analytic Press.Google Scholar
  11. Fianchini, M. (Ed.). (2017). Rinnovare le scuole dall’interno. Scenari e strategie di miglioramento per le infrastrutture scolastiche. Sant’Arcangelo di Romagna (Ri): Maggioli.Google Scholar
  12. Fielding, M. (2012). Beyond student voice: Patterns of partnership and the demands of deep democracy. In Revista de Educación, 359, 45–65.Google Scholar
  13. Fisher, K. (2016). The translational design of schools: An evidence-based approach to aligning pedagogy and learning environments. Rotterdam: Sense Publishers,Google Scholar
  14. Flutter, J. (2006). This place could help you learn: Student participation in creating better school environments. Educational Review, 58(2) 183–193.CrossRefGoogle Scholar
  15. Gori, G. (1968). “Introduzione” e “Le problematiche progettuali della nuova scuola media in una esperienza didattica interdisciplinare”. In Casabella, 331, dicembre 1968, anno XXXII (pp. 4–5).Google Scholar
  16. Grion, V., & Cook-Sather, A. (Eds.). (2013). Student voice. Prospettive internazionali e pratiche emergenti in Italia. Milano: Guerini.Google Scholar
  17. Grion, V., Devecchi, C., & Colinet, C. (2014). Not only accademically oriented, but friendly and supportive: una ricerca sulla qualità della scuola dal punto di vista degli studenti in tre paesi europei. Formazione & Insegnamento XII(4), 275–290.Google Scholar
  18. Komenský, J. A. (1993). Grande didattica. Scandicci : La nuova Italia.Google Scholar
  19. Kroger, J. (2003). What transits in an identity status transition? Identity: An International Journal of Theory and Research, 3(3), 197–220.CrossRefGoogle Scholar
  20. Marcia, J. E. (1994). The empirical study of ego identity. In H.A. Bosma, T. L:G. Graasfma, H. D. Grotevant, D. J. De Levita (Eds.). Identity and development: An interdisciplinary approach. Thousand Oaks, CA: Sage Publications.Google Scholar
  21. McMillan, D. W., & Chavis, D. M. (1986). Sense of community. A definition and theory. Journal of Community Psychology, 4, 6–23.Google Scholar
  22. Montessori, M. (1990). Il segreto dell’infanzia. Milano: Garzanti.Google Scholar
  23. Montessori, M. (2013). La scoperta del bambino. Milano: Garzanti.Google Scholar
  24. Pizzigoni, G. (1956). Linee fondamentali e programmi e altri scritti. Brescia: La Scuola Editrice.Google Scholar
  25. Pizzigoni, G. (1961). Le mie lezioni ai maestri d’Italia. Brescia: La Scuola Editrice.Google Scholar
  26. Zuccoli, F. (2017). Il museo in dialogo con una scuola che parla di competenze. In A. C. Cimoli (2017) (Ed.). Che cosa vedi? Musei e pubblici adolescente. Busto Arsizio: Nomos.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.“Riccardo Massa” Department of Human Sciences for EducationUniversity of Milano-BicoccaMilanItaly

Personalised recommendations