Politics of Learning, Politics of Space : : Architecture and the Education Shock of the 1960s and 1970s / / Tom Holert.

• Superior document: Title is part of eBook package: De Gruyter DG Ebook Package English 2021
• VerfasserIn: Holert, Tom,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter, , [2021]; ©2021
• Year of Publication: 2021
• Language: English
• Physical Description: 1 online resource (128 p.)
• Other title: Frontmatter --; Contents --; Preface --; Open Plan and Limited Access: The Embattled Classrooms of the 1960s and 1970s --; School’s In/Out: OSZ Wedding, Berlin, or Learning from a Resilient Learning Environment --; Educationalize and Fail: The 1967 Rice Design Fete and the Blind Spots of Transgressive Planning --; Spaces of the Learning Self: Interiority and Instructional Design, ca. 1969
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9783110726046; 9783110750720; 9783110750706; 9783110753783; 9783110754032; 9783110754001; 9783110753776
• DOI: 10.1515/9783110726046
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Tom Holert.

How the relationships between education and outer space have developed historically is exemplified in an incisive way by the decades that followed the "Sputnik shock" of 1957. The wake-up call that resulted from the Soviet space program set the global landscape of learning in motion. New schools and universities came into being against the backdrop of the reform euphoria and mood of catastrophe. At the same time, traditional pedagogical concepts were severely called into question—including the call to do away with institutions of education. What is shown in the architectures of learning is not only a politics of space, but also the educational shock that intensively shook up the global societies of the 1960s and 1970s, while they were gradually being transformed into knowledge societies. Wie sich die Beziehungen zwischen Bildung und Raum historisch entwickeln, veranschaulichen prägnant die Jahrzehnte, die auf den „Sputnik-Schock" von 1957 folgten. Der Weckruf des sowjetischen Raumfahrtprogramms versetzte die globale Landschaft des Lernens in Bewegung. Vor dem Hintergrund von Reformeuphorie und Katastrophenstimmung entstanden weltweit neue Schulen und Universitäten. Zugleich wurden traditionelle pädagogische Konzepte massiv zur Disposition gestellt – bis hin zur Forderung, die Institutionen der Bildung abzuschaffen. In den Architekturen der Lernens zeigte sich nicht nur eine Politik des Raumes, sondern auch jener Bildungsschock, der die globalen Gesellschaften der 1960er und 1970er Jahre heftig erschütterte, während sie sich allmählich in Wissensgesellschaften verwandelten.