Abstract/Details

THE IMPACT OF PHILOSOPHICAL AND EDUCATIONAL THEORIES ON SCHOOL ARCHITECTURE (THE BRITISH AND AMERICAN EXPERIENCE 1820-1970)


1984 1984

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Abstract (summary)

The scope of this study is a historical and critical investigation of the impact of philosophical and educational theories on school architecture in Britain and the United States in the last 150 years. Implicit in this investigation is the assumption that the evolution of school architecture is a concrete reflection of changing education theories and practices.

Four schemes of schools are abstracted and identified as the outgrowth of distinct educational innovations stemming originally from the "Enlightenment" of the eighteenth century.

Comenius' ideas advocating separate learning spaces for each age-group and learning abilities were reflected for the first time in the central-hall schools build around the end of the nineteenth century.

Comenius' concept of learning by doing and Rousseau's total education reinforced by Pestalozzi's methods of learning by experience and Dewey's concept of active education resulted in the elimination of the central-hall scheme and the emergence of the "Pavilion" type.

Developments in the fields of pedagogy and child psychology after World War II, reinforced the beliefs of Rousseau, and Pestalozzi as further developed by Montessori and Piaget, that children develop in successive cognitive and evolutive stages and that each stage should have its appropriate learning space. The outcome of this educational approach was the introduction in the early 1950s of the "Functional-Unit" school.

As early as the 1920s, the theories and methods of Montessori were more than anything else responsible for the gradual erosion of the belief in the efficacy of the class as the sole teaching unit was reinforced and coincided with the newly introduced team teaching practice in the non-graded schools in the mid-1960s to produce the first open-plan schools.

It is concluded in the study that the evolution and developement of the school building was the logical architectural response to changing educational theories, and that other forces such as cost-generated construction techniques, health and environmental aspects were merely tools to reach the goals already established by educators and in themselves had little or no impact on the layout and organization of the learning spaces.

Indexing (details)


Subject
Architecture
Classification
0729: Architecture
Identifier / keyword
Communication and the arts
Title
THE IMPACT OF PHILOSOPHICAL AND EDUCATIONAL THEORIES ON SCHOOL ARCHITECTURE (THE BRITISH AND AMERICAN EXPERIENCE 1820-1970)
Author
HAMMAD, MOHAMED AGELI
Number of pages
219
Publication year
1984
Degree date
1984
School code
0175
Source
DAI-A 46/01, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
University/institution
University of Pennsylvania
University location
United States -- Pennsylvania
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
8505077
ProQuest document ID
303301458
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/303301458
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