17 SES 11, 1916-2016 - “Education and Democracy” for a Democratic Learning Space (Part 2)
Symposium continued from 17 SES 10
In “Democracy and Education” Dewey (1980) argues that a school environment produces certain forms of behavior or dispositions which describe how the surroundings and the individual’s tendencies for actions correspond. He claims school architecture can either support or neglect educational objectives, but will never resist being educative. Close to this idea Casey (2009) argues s that no place is entirely constructed by architects’ intentions since any experienced place will also have an intentionality of its own. These points seem valid regarding the new architectural wave in Denmark for building campuses for university colleges. Traditionally, professional education programs were located across the country to ensure a sustainable amount of professionals in schools, hospitals and the industry. But a reform in 2007 closed many local campuses and brought the diverse educational programs together in greater, centralized campus buildings. The architecture of the new campus building’s focused on flexible designed rooms rather than specificities of the singular educational programs. In a research project from 2009-2012 on theory and practice we made observations and interviews at 8 University Colleges with students, teachers and supervisors, and Inspired by Jorgensen (2005) and Casey analyzed how the old and the new campus architecture support different relations between theory and practice (Haastrup & Knudsen, 2015). This paper I will go into the reformed professional educations and the “non-contextual pragmatism” of the new architectural wave (Weiss og Vindum, 2012). In the light of Dewey’s idea of pragmatism and educational environment I will discuss how the reform in 2007 erased much of the former emphasis on the professional context and exchanged it for today’s focus on evidence based content knowledge and how this reform is supported by the architectural use of glass and steel in the new campuses that provide transparency, flexibility and a context-free learning environment.
Casey. E. S. (2009). Getting Back into Place. Toward a Renewed Understanding of the Place-World. Indiana University Press. Dewey, J. (1980). Democracy and Education. Southern Illinios University Press. Haastrup, L & Knudsen, L. E. D. (2015). ”Theory and Practice in the Workshop: Using the gaps”. Nordic Psychology. 67:2, 117-135 Jorgensen, E. R. (2005). "Four Philosophical Models of the Relationship Between Theory and Practice." Philosophy of Music Education Review 13:1, 21-36. Weiss, K. L & & Vindum, K. (2012) (eds.). The new Wave in Danish Archtecture. The Danish Achitectural Press
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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