学校建築空間の一考察-潜在的カリキュラム論の視点から-
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The aim of this paper is to analyse historical models of school architecture in Japan and China based on the hidden curriculum theory. School building space is viewed as a form of culture and ideology, which influences and functions within the instruction process. The hidden curriculum is understood as an accidental and subconscious experience of the learning process. At the same time, it is also understood as something that often attaches importance to the intentional side of the learning process. In most cases, however, the intentional aspect is "hidden" from students. Due to this, the hidden curriculum pervades the entire instruction process. The major findings are as follows: (1) The study of school building space can be seen as a kind of educational material. (2) It is true that culture and ideology are transmitted by school building space, such as, school grounds, architectural type, building style, building innerspace and classroom layout. (3) The hidden curriculum has an intentional aspect, although its transmission is usually not very clear. This can be understood by looking at the relationship between the standards of school architecture and space. (4) School building space contributes to the formation of behaviour patterns between teachers and pupils, such as submission to authority. At the same time, other features allow educators to pay more attention to the individual characters and creative potential of pupils. (5) The function of school building space is related to any society's social characteristics and historical period.
- 1989-04-30
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