Raumgrenzen der Bildung. Kulturethologische Überlegungen.

Autor/in	Forster, Johanna
Titel	Raumgrenzen der Bildung. Kulturethologische Überlegungen.
Quelle	In: Bildung und Erziehung, 62 (2009) 2, S. 175-190Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Kultur; Bildungsprozess; Ethologie; Schulentwicklung; Raumgestaltung; Schulbau; Schulgebäude; Ganztagsschule; Informelles Lernen; Didaktik; Unterrichtsmethode; Lebensraum; Kulturgeschichte; Raumbegriff; Modell
Abstract	The study focuses on different scientific models of space and on the use and boundaries of spaces in education. It gives an insight into educational settings in the early history of Mankind, further into the classical type of school building of organised education - which is a confined space in architecture as well as with respect to its social setting and teaching methods. The analysis shows that throughout history there is a basic form of learning and education that incorporates both into daily life, the social space and the individual limits of learning then prove to be highly permeable and dependent on social rules. - Today, dramatic social changes along with new developments in learning and education do encourage to open their confinement to class-teaching and school-buildings and to again connect it to daily life. Seen in the light of Cultural Ethology this may well be a return to the basic social model of learning and education at the start of the history of Man; on a more complex scale, however, it is an inspired response to actual didactic challenges. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1