School envi­ronmnet as a set­ting for unof­fi­cial lear­ning pro­cess among the city

Parna Rastgo
School envi­ronmnet as a set­ting for unof­fi­cial lear­ning pro­cess among the city

School envi­ron­ment as a set­ting for unof­fi­cial lear­ning pro­cess among the city Con­tem­porary cities in deve­lo­ping coun­tries are beco­m­ing over popu­la­ted, and accord­ing to this situa­tion diver­sity of faci­li­ties, urban infra­st­ruc­tures and buil­dings should be assi­gned. The set­ting that hosts these issues is the urban area which all groups of the society accord­ing to their needs and cha­rac­te­ris­tics deal with it, and try to take the advan­ta­ges of the city during their ever­y­day acti­vi­ties. Mean­while, it has been pro­ved that the qua­lity and variety of the acti­vi­ties have a direct rela­tion with the phy­si­cal facts of the city, so incre­a­sing the poten­ti­als of the urban area would have a bril­li­ant impact on individual’s cogni­tion, beha­vior and par­ti­ci­pa­tion in a long term period. By having an over­view on land uses and public areas, many experts high­ligh­ted that the cities are desi­gned through the len­ses of adults and with their per­spec­tive, so child­ren as a sen­si­tive group among the society do not have any role. This situa­tion has led the child­ren to be a for­got­ten group throughout the city. The­re­fore pro­vi­ding a new form of urban space desi­gned with children’s view­point enhan­ces their role in the society. At the same time they can be edu­ca­ted by a new frame work by the means of the desi­gned urban envi­ron­ment. Thus assigning an envi­ron­ment with dif­fe­rent capa­bi­li­ties can fos­ter children’s crea­ti­vity, and encou­ra­ges them to show more inno­va­tion in their acti­vi­ties. The goal of this the­sis is to use tech­ni­ques of crea­ti­vity and map­ping in school sur­roun­ding as a main con­text that indi­vi­du­als use every day in capi­tal cities of deve­lo­ping coun­tries such as Tehran (Iran), to pro­duce an unof­fi­cial edu­ca­ting con­text for pupils at the age of 7–12. Methods such as map­ping, inter­view and some work­shops with child­ren will be use.

 Ques­ti­ons

  • Wea­ther the urban envi­ron­ment can take part as an edu­ca­tio­nal set­ting?
  • Explore how envi­ron­men­tal edu­ca­tion would be pro­mo­ted by making par­ti­ci­pa­tory pro­jects in school sur­roun­ding?
  • How the lear­ning pro­cess of child­ren at age 7–12 would be affec­ted by the urban set­ting?