Spatial Dimensions of the Hidden School
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https://doi.org/10.51588/eaaeacp.68Keywords:
spatial dimension, walls and spaces, environmental psychology, social phenomenologyAbstract
The spatial dimension of a school transforms an abstraction into a situated phenomenon. In doing so, the context intentionally or implicitly affects education. The potential impact the physical environment and the implied connotations it carries on one’s experience in and of it, is best argued by common sense. In the sense that architecture can be considered as a means to curate scenarios, anticipate and influence behaviour and even create a narrative, architecture is an agent in what composes the hidden school. In the case of educational spaces for architecture, the built environment is particularly influential as it is not only a representation of the idiosyncratic nature and program of an architecture school but also a reflection of its attitude towards the discipline and a statement about its aspirations and culture. Every aspect of an architecture school’s physical presence can be interpreted as a statement about its character and spirit, despite the fact that those analyses may be inconclusive hypotheticals. A school’s location and context can be related to both its self-awareness and its attitude towards the outside world.
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Copyright (c) 2020 Rossina Shatarova
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