By: Nicanor Wong Arch
Abstract: This research aims to define for each individualized education goals architectural approaches, so that schools that work with this system will be favored in better among college-student identity, and its Once this research will allow us to take a step forward the development of education in Peru, proposing a new architectural parameters as integral to education is concerned. These approaches are novel in the field of architecture and little has been taken into account the relationship between architecture - education. We will try to unify the suggestions of various teachers in an architectural model unit, increasing or correcting what is seen necessary. EDUCATION AND CULTURE
The study of education as a social process, involves an objective analysis of the systematic processes that allow education to comply with such a function.
We have established that one function of education is the social function, which allows the transmission of the experience accumulated by previous generations.
One of the factors that are felt his influence in education is culture.
The intimate relationship between education and culture, requires the study of education is not limited to the study of pedagogy, should also include of this, the study of the relationship between school and society and education in one's life and culture.
culture determines the content of the learning. Faced with increasing cultural explosion, education is in constant change and revision content with irrescindible methodological review that implies, and anticipating the possibilities of using new language in the teaching chores. The
Contents related to pedagogical and methodological can help shape the human mind through a strong intellectual and cultural formation and reverse formation of the whole person, this is a clear example of how culture affects the education, though not entirely, on issues critical undoubtedly
In the context of a knowledge-based society, education and training have now become key elements in achieving the personal progress goals, social and economic development.
has been seen throughout history as education has played an important role in the cultural development of peoples, and that influence is developed at this time with more force, due to scientific and technological move strands of contemporary societies. EDUCATION AND SPACE
The College as a place where the teacher student speech and listening is now replaced by "community in which teachers and students learn and, each in its own plane, not only carry out certain activities, but that sort."
This does not invalidate the classical listen-address, but now emphasizes a student who is heard and heeded by the teacher, which enriches the institution.
initiative to accommodate the student's personal initiative in education is perhaps the fundamental difference in education over the traditional custom. The students have to face the unknown without the constant help of the teacher, raises the need to investigate. In this sense, some speak of College as "educational laboratory" in which the teacher is enriched not only in their personal and professional experience, but also in pedagogical knowledge.
The College is conceived today as a social institution, as a state of transit between the student's family life and society in all its manifestations. Since education is now everywhere, for example on TV or the Internet, the College is not a full body enclosed in itself but is open to other areas where life elapses schoolchildren.
Just as there is an educational activity in society, there is a school-society interaction through action on students, their families, and alumni. Activity called cultural activities. From this figure, García Hoz says that family and social environment are the sources of stimuli and access roads of the world to the privacy of your own students. Suggested that the initiative and individual work of students constitute the central concern not only of the same students and teachers - but also concern, encouragement and opportunity to families and social environment.
From the standpoint of the personalized education, the organization of a school is faced with a particular requirement: ordering all school supplies in accordance with criteria strictly scientific, as far as science can get, but take care that the rigidity of the rationalizations will not interfere, but rather facilitate the deployment of each student (Ref. Víctor García Hoz, Gonzalo Gomez Dacal, Carmen Jiménez, Antonio Medina Rivilla , Environment, Organization and Design Education, Madrid 1991, 16).
factors that determine a school as a whole have been grouped into two sections:
- Schoolchildren
- The
school pupils in three types include:
- Personal factors: the most important, being the center all the homework the student. Another is the teaching which includes managers and psychologists.
- Formal Factor ago regarding the internal organization of the College, teaching methods, management, etc. This organization generates syllabus and these in turn require a series of material elements of support, from writing to visual. Also generate periods and school hours.
- architectural Factor: those that form the habitat of the student, whether buildings, roads, patios, gardens, furniture, etc.
In the home school are those outside the College:
- Geographic Factor: it affects the climate and terrain for outdoor activities.
- Demographic and socio-cultural: which are the type of population, language, customs, religion, food, politics, housing, etc.
- economic, cultural development as an engine of economic, educational funding, the relationship between economic and cultural, equal opportunities, hospitality budget for education, etc.
All these factors raise the possibility of talking about a school organization, not only as the coordination of these elements to help get a better education, but a new science. Indeed, "if the knowledge we have of the College and its elements, as such, is scientific, ie, systematic and demonstrated, we can speak of a science of school organization "(Víctor García Hoz, systematic pedagogy, Madrid 1963, 209). In this science, the College is the object of study, with all its elements. Elements interrelated and precisely because of their relationship, find the scientific sense. This relationship is not only the enumeration of each of the activities taking place in college, but penetrates the meaning of the relationships of all the above factors with each other. complexity of this science, as can be seen, not small. Only in this way, the elements located within a general framework that links means and ends perfectly, each acquires its true meaning.
educational space is not just what the educational community shelters, but takes on a dynamic capable of modifying the human personality. It is common thought that the educational space has an important influence on student behavior, "human learning, as opposed to learning of laboratory rats, is influenced by a wide and evolving range of internal and external factors," writes Midjan (Midjan, CL The fisionmatix for wod Programs in School Shoe, April 1982). Hence, the Education Center is considered as a paidocenosis (common teaching), a term that expresses the set of stimuli educational affecting the human. These stimuli tend to set the learner a peculiar way of being and continuing to react. Multitude of these stimuli remain in our memories as indelible memories and others disappear as time elapses. About
paidocenosis and school space should identify particular architectural elements affect the student. Psychic response, feeling at ease or dislike of each student, teacher or manager of those living in college, is essential in achieving educational goals. Raviv said that "educational research in the last twenty years has shown that environment class constructor is useful for predicting performance and satisfaction in school "(Raviv, AM., Raviv, AL. and Reisel, E. (1990):" Teachers and Students: Two Different Perspectives! Measuring Social Climate in the Classroom ", American Educational Research Journal, vol.27, 1, Spring.).
will establish an assessment of high to low on the scale of importance, factors that influence the decision basis for the design of an educational as school and extracurricular factors to arrive at the dynamic between teacher and community education area. An educational space that takes as its starting point these factors necessarily lead element constructor human personality: Personal
5 4 3 Formal
Demographic and Socio-Economic Cultural
2 1 Geographic
It is clear that topographic or weather do not have a relevant role in the taking of sides. This feature personalized education space differs from the current tectonic design of the building, where geographical factors have a greater appreciation of the social environment. However, the lowest qualifying attributed not mean to be left aside this factor, since, as discussed below, the materiality of the building is linked to so-called "genius loci" or adaptation appropriate to the environment either within an urban area developed or developing country.
INDIVIDUALIZED EDUCATION CONCEPTS AND SPACE EDUCATION
For personalized educational environment we understand that environment that facilitates the deployment of our own being in relationship with people at the same level of us, and we are on the environment. At the same time the feeling of comfort that produces the use of the things we have at our disposal.
Supposing that the school is a learning and work are required in addition to being comfortable environment encourages and facilitates the activity of the school, none of which generated anxiety. In other peaceful words available for work already performed individually, as is done in cooperation.
The atmosphere is asked not only material comfort, but also what might be called psychic comfort and is expressed in the phrase "psychological climate." A proper environment is one that encourages and reinforces a sense of well-being cordial and effective communication.
space refers to structured learning situations, designed and required, not to any initiative, so that the school environment should be considered as such, requires certain conditions, such as intentionality, structure (not limited to four walls) , teaching approaches - Pedagogical, and primarily the main subjects.
At this point, it is interesting to discover the subjective dispositions more or less stable, which modify human behavior in person-educational space, comfort and quiet available for individual or collective.
common experience is interpreted as positive when the action or influence of the elements that surround us produce in us a pleasant impression of being comfortable, to feel integrated into it.
can say that for personalized education means which facilitates the deployment of our own being in relation to persons located in the same field as us, and whose physical elements - for us - we have to work well done.
These physical elements that have to work well done by the community have the following characteristics:
- Technology: born of the adequacy of the physical elements of the environment (walls, ceilings, windows, doors, colors, furniture ...) and media items, our biological conditions. Reading these elements in order and harmony in a holistic relationship is the primary component of comfort.
- Encourage school activity either individually or in cooperation, which achieved by appropriate design of furniture and the proper relationship between the areas that make up from the classroom to the whole college so as to achieve flexibility.
- Communication cordial: the space required to not only physical comfort but psychological comfort expressed in the word psychological climate that encourages and reinforces a general feeling of being cordial and effective communication.
A well designed space is closely related to human motivation. Feeling comfortable in a situation leads them to feel safe, accepted by those who are with him and cordial communication with them. This space provides anyone who is located in él, la promoción y refuerzo de los sentimientos de:
- Comodidad - Seguridad
- Facilidad para las actividades individuales o grupales - Solidaridad
- Comunicación Cordial - Dignidad
EL ESPACIO YSU FUNCION PEDAGOGICA
Si el espacio influye en el hombre, también el hombre tiene capacidad de influencia sobre el espacio que le rodea. Se puede afirmar que el ambiente se esta transformando constantemente.
El espacio escolar tiene también una profunda significación psicológica. El educando evoluciona, paralelamente a su desarrollo intelectual a través de una serie de etapas hasta lograr la organización de los datos proporcionados por los diferentes sistemas perceptivos and to help you be in the representative space.
The possibilities of enhancing students' thinking to be able to replace real objects with symbols and signs. However, this development is only possible through the activity, allowing you to capture external reality on the properties of things, assimilate and internalize it as thought.
This action will need enhanced by an appropriate distribution of space that makes this possible and also consider the characteristics of spatial relations are: proximity, order, continuity, open and closed spaces, etc.
But the work sought to develop is also a creative activity. In this sense, the diversification of volumes, the combination of light and color, the existence of meeting places and experiences, can help achieve an interesting and suggestive atmosphere. Thus a suitable environment promotes feelings of security, dignity and solidarity. It is, in short, to leverage the value of space reporter and trainer.
Thus we find in the individualized education a series of events that will form the pupil. In some ways you can treat actions involving manipulation of objects reflect the influence of the physical elements of the environment, while referring to the relationship with people predominantly reflect the personal influence. Besides these two types of actions or works, we found some concern itself such that the subject observed. According to this differentiation identified three types of works incidental:
- Works regarding the care and use of things, among which we care for the environment that surrounds the pupil and which is developed (Security).
Works relating to social intercourse: the interaction between students, faculty and staff (Solidarity).
- works referring to personal transport: works that influence the treatment with the environment (Dignity).
not hard to see that these three types of work conditions can change and do change the school environment. Enough to think that man relates to his surroundings by his presence and activity, and through them influence their environment. The activity is manifested in dealing with people and use things, from which it follows that the presence, personal attention and the care and use of things can change and do change, the environment.
How the relationship between objects and people that are part of the environment is a stimulus for the formation of habits at the same time influencing environmental conditions? The question is, therefore, see how far you can see some patterns that develop and strengthen the life in common area, influence the environment itself strengthening those objective conditions that in turn promote feelings of security, dignity and solidarity.
As can be seen in this table, daily activities (work incidental), lead us to certain habits that are reinforced in the daily repetition, being directly affected some architectural elements to these requirements as internal and external spaces. The term "incidental work" works incidental those actions which reflect the spontaneity of everyday life. To the extent that a teacher use these, you will have an important means to create and strengthen a proper school environment.
Consider that space is closely related to the activity it takes place and consequently, the time invested in it and the type of grouping which comprises the school.
Accordingly, there is a relationship to the type of incidental works, coupled with educational space requirements, customs, feelings, and the architectural aspects:
- Care and use of things: Comfort: Order, Effort: Security: Fencing, openings, coverage, size, lighting, color, ventilation, acoustics, temperature, emergency systems.
- Warm Deal: Facility for the individual and group activities: Justice, Kindness, Collaboration: Solidarity: The relationship between internal areas, the relationship between external zones, the relationship between inner and outer areas. Furniture Design fixed and mobile. Provision of urban facilities and services. External communication networks.
- Porte personal, friendly communication: Decency, Kindness, Clean: Dignity: Roads, walkways, stairs, plazas, courtyards. Internal communication networks. HOLISTIC SPACE
The personal atmosphere of a school has to promote and enhance students' adjustment to the Center and its integrating affective and effective, not forgetting a "side effect" very interesting offer and strangers an attractive image.
Customizing the environment involves:
- The need for personal relationships between students and teachers
- The disappearance of the anonymity of the school mass
- The mutual projection or reflection of school life and life outside of school
- peculiar sense of family and attention to each student
- Spirit of initiative, flexibility and autonomy of teachers and students.
is why individualized education space has been characterized as follows:
- Unique: personal ties / disappearance of anonymity
- Organic: school life inside and outside the Centre / Family Direction
- Holistic: initiative, flexibility and autonomy (integrating and diversifying)
unique space is a unique and different from others. Each of the personalized education spaces are different but equally stocks essence
- The space must allow to carry out the diversity of functions that the demands of daily work claim,
- the incessant renewal pedagogical, didactic , etc., make the space should be thought of key changes in space and time easy and inexpensive.
space agencies that comprise elements behave as dynamic organic entities:
- The space must be conceived as something expandable, as open, capable of projecting in a wide range of possibilities, ie, flexible in terms of size. Holic
SPACE
the whole and the parts are organically integrated. The internal and external communication is the key to holic, so while respecting the autonomy of every environment and activity, each of them find a common thread: a job well done.
TYPE OF SCHOOL SPACES
school spaces, whose design and use are expressed or not, a true reflection of the educational project, defined by one of these three basic models: Lecture
are building the plant as classrooms or rooms of fixed dimensions, designed to receive teaching them about 20/35 students groups, whose average size is 50 m2 (1.5 m2 per student) . In addition to the identified classrooms, buildings such account in the distribution of school space, with other offices, library, multipurpose room, gymnasium, laboratories, tutorials, office management, secretarial, etc. Variable structure
school premises is designed so that the space can be made - depending on the task being performed - in flexible groups (large group, group, medium, small group and individual work). The division of space must be made by movable partitions, screens and other elements to enlarge or reduce it. Open space
is based on the idea that it should not be limited too much, but it has to be fully realized, taking as an essential element of building a large space that can be grouped three or four classes, each of which work in a corner or sub. smaller spaces. The center is in many large areas as necessary to accommodate the different groups.
The school building can take many provisions that derive from its functional complexity (ratio between space and the use for which it was conceived) and structural (architectural organizational problems).
Different solutions have been developed in the distribution of classrooms, can be summarized mainly into two:
- Groups
linear - Groups nucleated
often nucleated clusters occurs as closer to a living teaching, as allows interaction between students and teachers in a more direct, against the linear, representing a more rigid school. Also exist in mixed solutions have attempted to combine elements of linear groups, nucleated and mixed.
LINEAR GROUPS
linear clusters distributed school units next to each other and were connected by a corridor that can be attached or separate building by corridors. Between classrooms can be built usable space as a common area to one class or as a green area. This type of construction can get good hygienic conditions, but considered that they lose the idea of \u200b\u200bglobality, the relationship that must set aside the overall operation of a school. NUCLEAR GROUPS
nucleated clusters are distributing the classroom from a common area. Its external appearance often takes the form of polygon, circle or network. Faced with the above has the advantage of better utilization of land, although the conditions of orientation, ventilation and lighting can not always be enforced in an acceptable manner. MIXED GROUPS
Mixed solutions are attempting to combine linear and nucleated clusters based on mutually independent buildings linked by corridors. These help to guide all the system dependencies. CONCLUSIONS
Picking the double idea that education exists in the context of life and is done in person, we can point to as personalized education to "an individual's ability to formulate and implement a personal project of life. "
Project formulation of life implies the capacity for knowledge and expression, while conducting direct reference to the activity. As a person, the life project must necessarily be something originating from the subject himself, in other words, something that responds to human freedom.
Formulation and implementation, knowledge and external activity are closely linked, as are demonstrations of a person's life. Hence the need, even distinguishing between different aims of education, the issue arises as to harmonize with each other in such a way that all of them properly attend to the educational process unit as a reflection of unity in every human being.
The formulation of the purpose of education is required to give unity and meaning to the many educational events involved in the formation process of man. But a general formulation will be ineffective if it is established and covered the path that goes from the idea expressed in the end to the specific acts by which he is carrying out the process of education, the educational process.
is why personalized education as its main objective the PAIDOCENOSIS which expresses the set of educational incentives - through the Architecture School - that influence human development, being this the main basis of feelings generated by events.
