the 2nd Grade of a primary school in Neuköln, Berlin.
2023.04
Berlin – Neuköln, Germany
.
Perceiving, appropriating, producing space – Pedagogical perspectives on space
As spaces of heterogeneity, encounter and the experience of freedom, irritation and uncertainty, school spaces can be seen as those that are predestined to trigger multiple learning and educational processes.
In any case, the task of critical education is to draw attention to the production of space and its mechanisms and to contribute to a differentiated perception as necessary steps to foster de development of emancipated individuals.
Thus, learning is understood as a social action that addresses insights into reasons and contexts, thought processes and experiences.
“Learning” in general means the appropriation of an object’s meaning by a learning subject. In our case here, space becomes an “object”, for example when a child learns the meaning (and thus also the use) of a space. The meaning of space is always socially pre-structured and fixed. But space is not static! In order to be able to act within a society, to actively participate in the production of space, children and young people must acquire these meanings and constantly question them critically.
The processes of spatial production can be considered and understood under the logic of expansive learning to support the development of a political subject who actively and critically participates in spatial production and consciously understands this action as an essential part of their own learning and educational process.
The children used waste material (newspaper) to build a module that corresponds to their scale. The result is a reading capsule !)
Sometimes I would love to be able to read here undisturbed:
Hands-on Project / Prototyping
by
María Fernanda Agudelo Ganem
and
the 2nd Grade of a primary school in Neuköln, Berlin.
2023.04
Berlin – Neuköln, Germany
.
Perceiving, appropriating, producing space –
Pedagogical perspectives on space
As spaces of heterogeneity, encounter and the experience of freedom, irritation and uncertainty, school spaces can be seen as those that are predestined to trigger multiple learning and educational processes.
In any case, the task of critical education is to draw attention to the production of space and its mechanisms and to contribute to a differentiated perception as necessary steps to foster de development of emancipated individuals.
Thus, learning is understood as a social action that addresses insights into reasons and contexts, thought processes and experiences.
“Learning” in general means the appropriation of an object’s meaning by a learning subject. In our case here, space becomes an “object”, for example when a child learns the meaning (and thus also the use) of a space. The meaning of space is always socially pre-structured and fixed. But space is not static! In order to be able to act within a society, to actively participate in the production of space, children and young people must acquire these meanings and constantly question them critically.
The processes of spatial production can be considered and understood under the logic of expansive learning to support the development of a political subject who actively and critically participates in spatial production and consciously understands this action as an essential part of their own learning and educational process.
Sometimes I would love to be able to read here undisturbed: