27 SES 09 B, The Hidden Inventory of Education – Signs, Practices and Situations as Constituents of Pedagogical Realities. Part 2
Until the 1990ies it was rare for sociologists and educationalists to theorize about buildings. This is surprising because buildings not only stabilize social life but also shape our behaviour, feelings and habits (see Gieryn 2002). The unique form of a building – be it football stadium, church, library or shopping mall – is not accidental to what goes on inside. The building frames interactions and gives social life a specific structure (see Latour/Yaneva 2008). Consequently buildings can be seen as complex ‘modulators’ or non-human ‘educators’. To demonstrate (and understand) the structuring capacity of a building, I will focus my presentation on the Bauhaus building constructed in 1925/26 in Dessau. The architect, Walter Gropius, clearly had a master plan (see Wünsche 1989): The way he arranged the objects, the way he conceived the walls, windows and the entrance, shows that he had the ambition to create something that can be called a ‘pedagogical installation’. Whether this ambition was realized is debatable. In my presentation I will consider this question from the point of view of the Actor-Network-Theory.
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