By David Hutchison, David W. Orr
This booklet considers the philosophy of position in schooling and lifestyle, the heritage of and present tendencies in class layout, the college infrastructure difficulty, and the connection among the philosophy of schooling and lecture room layout. Hutchison argues that pressures on colleges linked to declining budgets, competing ideologies, and economic/technological shifts have the aptitude to appreciably modify the panorama of the K-12 institution event. He discusses concepts for mediating those pressures and strengthening a feeling of position in schooling.
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Movies and television series such as Teachers, The Substitute, and Boston Public), which highlight the emotive relationship of person to place in education. Such place narratives may represent a fertile ground—even a familiar genre—for novels, movies, and popular culture, but they not so subtly reinforce the view that the study of place in education has no place except under extraordinary or perilous circumstances. In these and other educational writings, the larger patterns of geography and ideology that connect a broad view of place to the history and philosophy of education tend to remain unacknowledged.
As parents and citizens, we count on this bastion to mediate, counter, and offset the unchecked influence of other less formal institutions, such as the peer group, media, and popular culture, by providing a corrective or compensatory measure to our children’s education. Spatiality and Place Within a single school are a multiplicity of places. Of course, there are classrooms, playgrounds, gymnasiums, auditoriums, music rooms, cafeterias, staff rooms, and myriad other spaces which are formally known by their purpose and function; but place in school is something more than a simple topographic representation of a site.
Such place narratives may represent a fertile ground—even a familiar genre—for novels, movies, and popular culture, but they not so subtly reinforce the view that the study of place in education has no place except under extraordinary or perilous circumstances. In these and other educational writings, the larger patterns of geography and ideology that connect a broad view of place to the history and philosophy of education tend to remain unacknowledged. THE MEANING OF PLACE IN EDUCATION Despite the above caveat, a sense of place has never been very far afield from education.