IN-PERSON: Learning. Life. Work

Abstract

Space is an omnipresent condition that involves us at different scales. Trough the body we can experience different spatialities, from the clothes we wear – the first space we inhabit, to the objects we manipulate, the building we live in, the street we walk or the territory we belong to. This essential and basic dimension determines a power of interaction in the space that enhances it as a mediator in education. In space we can trace varied learning logics, assuming it as a vehicle of knowledge, a context of interaction where different logics of apprehension can be traced. This condition establishes the basis for the presentation of this approach on the construction of new educational strategies that assume space, or rather architecture, as support for the implementation of new methodologies in education. From the reinvention of new systems supported by the application of the STEAM versus STEM models, new creative processes are assumed and determined as new enhancers of analytical, deductive, critical, and projective knowledge. Through space, new learning logics are promoted, increasing capacities to face the various problems. From this approach, a critical view of the emergence of new educational programs with architecture and their inclusion in the school curriculum programs is outlined. From the power of space, potential objectives and skills are possible to make curricular goals viable. Learning mathematics by reading a street, languages by analyzing a city, science by interpreting a landscape, history by visiting a building, are some examples of this potential for learning through space.