LEADER 03702nam 2200565 450 001 9910554499203321 005 20230126223445.0 010 $a3-11-072604-1 024 7 $a10.1515/9783110726046 035 $a(CKB)5400000000002720 035 $a(DE-B1597)571735 035 $a(OCoLC)1243311261 035 $a(DE-B1597)9783110726046 035 $a(MiAaPQ)EBC6702535 035 $a(Au-PeEL)EBL6702535 035 $a(EXLCZ)995400000000002720 100 $a20220501d2021 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPolitics of learning, politics of space $earchitecture and the education shock of the 1960s and 1970s /$fTom Holert 210 1$aBerlin, Germany ;$aBoston, Massachusetts :$cWalter de Gruyter GmbH,$d[2021] 210 4$d©2021 215 $a1 online resource (128 p.) 311 $a3-11-071094-3 327 $tFrontmatter -- $tContents -- $tPreface -- $tOpen Plan and Limited Access: The Embattled Classrooms of the 1960s and 1970s -- $tSchool's In/Out: OSZ Wedding, Berlin, or Learning from a Resilient Learning Environment -- $tEducationalize and Fail: The 1967 Rice Design Fete and the Blind Spots of Transgressive Planning -- $tSpaces of the Learning Self: Interiority and Instructional Design, ca. 1969 330 $aHow 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. 330 $aWie 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. 606 $aSchool buildings$xPolitical aspects 606 $aSchool buildings$xSocial aspects 606 $aSchool buildings$xHistory$y20th century 608 $aHistory.$2fast 610 $aArchitecture. 610 $aeducation reform. 610 $apedagogy. 615 0$aSchool buildings$xPolitical aspects. 615 0$aSchool buildings$xSocial aspects. 615 0$aSchool buildings$xHistory 676 $a727 686 $aZH 6140$qSEPA$2rvk 700 $aHolert$b Tom$01218355 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910554499203321 996 $aPolitics of Learning, Politics of Space$92817475 997 $aUNINA