The idea for the research project arose from reflections on how the architectural approach and way of designing influences teachers’ pedagogical spaces of opportunity and what the impact of the encounter is on students’ learning, the way they experience the culture of learning, and the way they create academic and professional identities.
The project is therefore based in an assumption that educational environments are defined through the interaction between place (architecture), pedagogy, and the culture of learning, and that this relationship is expressed linguistically through the identity-forming narratives of the self we construct.
Theoretical concepts and analytical perspectives should help expand our understanding of the complex interaction between different dimensions. We need to cross the subject boundaries between architecture, sociology, pedagogy, learning and culture of learning – and combine knowledge from different disciplines within an interdisciplinary framework.
For this reason, the project draws on several theories, approaches and sources of inspiration from theory of science: Bruno Latour’s actor-network theory, Gibson’s affordance theory, Merleau-Ponty’s philosophy regarding the relationship between the body and the outside world, Pallasmaa’s understanding of the existential wisdom of architecture, as well as socio-cultural theorists such as, for instance, Dewey.