Learning landscape and home? Studies of the postmodern classroom and its historical forerunners.

Autor/in	Göhlich, Michael
Titel	Learning landscape and home? Studies of the postmodern classroom and its historical forerunners.
Quelle	Aus: Wulf, Christoph (Hrsg.): Education in Europe. An intercultural task. Network Educational Science Amsterdam Triannual Network Conference, Budapest, Hungary, September 15 - 19, 1993. Münster u.a.: Waxmann (1995) S. 99-104 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	European studies in education. 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-89325-258-4
URN	urn:nbn:de:0111-opus-15610
Schlagwörter	Bildungsgeschichte; Postmoderne; Schule; Klassenraum; Raumgestaltung; Schulbau; Grundschule; Lernumgebung; Raumentwicklung; Historische Perspektive; Raumnutzung; Frühe Neuzeit; Dezentralisierung; Lebensweltbezug; Reform; Selbstorganisation; 60er Jahre; Deutschland (bis 1945); Deutschland-BRD
Abstract	As in other western societies, since the end of the 1960s a reform of the environment within the school, especially a reform of the classroom, can be observed in West German primary schools. The reformers want to disengage from the blank, empty, centralized and militarily organized classroom, which was established in the late 19th century as 'modernization' opposed to the ancient school room practice and which has after-effects until today. So-called 'open classrooms' began to arise and constitute a postmodern type of schoolroom. [The author sees and describes four tendencies as characteristic of the reform: (1) decentral organization, (2) simulation of the adventurous and natural incentives of the world outside the school, (3) simulation of home, familiarity and security and (4), increasing weight of self-control and self-orientation.] (Orig./DIPF/ms).
Erfasst von	Externer Selbsteintrag
Update	2015/3