The generational changes in the 21 st century rapidly cause fundamental shifts in pedagogy, there... more The generational changes in the 21 st century rapidly cause fundamental shifts in pedagogy, therefore in the built structures designed for learning too. A wider variety on the range of open/communal and closed/personal spaces has been introduced in school designs all over the world, nevertheless there is a strong conflict between the lifespan on the built frames of education and the almost continuously changing pedagogical methods. The paper introduces the widening range of school architecture, with the critical analysis of new typologies in the recent past. The research focuses on new learning space strategies, where spatial perception and construction as learning tools widen the school environment into urban scale. The built and virtual environment gradually become alternative educational platforms models, which are integrated in the frequently renewed curricula, resulting in a need for new design approaches to achieve responsive environments in school architecture.
The confrontation of differences is the basic human need to be present. The larger diversity surr... more The confrontation of differences is the basic human need to be present. The larger diversity surrounds us, the more possibilities we have to sense ourselves against an other entity - either human, object-like or spatial one. This patchwork of existing and becoming structures is subconsciously apparent for us in our natural environment. It seems that however we fight against it, we still remain undetachable parts of this spherical home that we’re trying to over-inhabit. It feels natural and evident to walk in a field or a forrest, to see creatures appear, thrive and disappear, emerge and decay. We don’t experience our contrast towards these processes and maybe that becomes the reason behind our complete ignorance towards them. Nevertheless, as we drive towards a human created settlement, the tension of living starts building up. In this built environment, which is the background of our everyday life, we consciously get face to face with each other and all that is around us. Every action becomes more aware, planned and carefully executed. We make lists to keep in mind what and how to organize. This is my list about the city: a patchwork of new schemes in the framework of upcycled blocks of thoughts in recent years.
Spatial Learning (TérTan in Hungarian) was developed parallel with the Pre Architectura - Learnin... more Spatial Learning (TérTan in Hungarian) was developed parallel with the Pre Architectura - Learning through Space doctoral research at MOME, Hungary. It is a subject that is studied by university students of architecture, being introduced in 2015 at the Department of Architectural Design at Széchenyi István University in Győr, Hungary. The aim of the course is to develop the students’ knowledge of space and their sensitivity towards their spatial environment. The method is based on activities: experiencing architecture through both discovering and forming their environment and a brief introduction to architecture education for children, providing the students with a toolbox for their own spatial knowledge development and for enabling them to facilitate spatial learning for children.
The doctoral dissertation Pre Architectura - Learning Through Space investigates spatial learning... more The doctoral dissertation Pre Architectura - Learning Through Space investigates spatial learning processes: spatial perception and spatial creation as fundamental ways of learning, primarily during childhood though with detectable results in all ages. The research presents the possible uses of the built environment as the base to provide learning opportunities on multiple levels: due to its habitualness, the built environment serves as a safe background, where children/participants open up easily for curious exploration; while due to its spatial, architectural, social, historical and cultural properties, it contributes an infinite range of stimuli to different learning processes. The theoretical approach of the research considers spatial learning as the basis and model of all learning processes, introducing parallel contemplations of philosophy, psychology, and architectural education initiatives with the supporting results in recent physiological discoveries. The developed practical methods of the research are based on two processes: conscious spatial perception, as an intensive experience for the learning event; and building, as a learning act to develop creative problem solving skills. The initiative targets the introduction of complementary competences to generally produced data-based knowledge in educational schemes in order to enable children/participants to handle the expanding information load of contemporary society and to empower them to actively participate in shaping their own environment to provide empathic and appropriate surroundings for leading a fulfilling life.
The generational changes in the 21 st century rapidly cause fundamental shifts in pedagogy, there... more The generational changes in the 21 st century rapidly cause fundamental shifts in pedagogy, therefore in the built structures designed for learning too. A wider variety on the range of open/communal and closed/personal spaces has been introduced in school designs all over the world, nevertheless there is a strong conflict between the lifespan on the built frames of education and the almost continuously changing pedagogical methods. The paper introduces the widening range of school architecture, with the critical analysis of new typologies in the recent past. The research focuses on new learning space strategies, where spatial perception and construction as learning tools widen the school environment into urban scale. The built and virtual environment gradually become alternative educational platforms models, which are integrated in the frequently renewed curricula, resulting in a need for new design approaches to achieve responsive environments in school architecture.
The confrontation of differences is the basic human need to be present. The larger diversity surr... more The confrontation of differences is the basic human need to be present. The larger diversity surrounds us, the more possibilities we have to sense ourselves against an other entity - either human, object-like or spatial one. This patchwork of existing and becoming structures is subconsciously apparent for us in our natural environment. It seems that however we fight against it, we still remain undetachable parts of this spherical home that we’re trying to over-inhabit. It feels natural and evident to walk in a field or a forrest, to see creatures appear, thrive and disappear, emerge and decay. We don’t experience our contrast towards these processes and maybe that becomes the reason behind our complete ignorance towards them. Nevertheless, as we drive towards a human created settlement, the tension of living starts building up. In this built environment, which is the background of our everyday life, we consciously get face to face with each other and all that is around us. Every action becomes more aware, planned and carefully executed. We make lists to keep in mind what and how to organize. This is my list about the city: a patchwork of new schemes in the framework of upcycled blocks of thoughts in recent years.
Spatial Learning (TérTan in Hungarian) was developed parallel with the Pre Architectura - Learnin... more Spatial Learning (TérTan in Hungarian) was developed parallel with the Pre Architectura - Learning through Space doctoral research at MOME, Hungary. It is a subject that is studied by university students of architecture, being introduced in 2015 at the Department of Architectural Design at Széchenyi István University in Győr, Hungary. The aim of the course is to develop the students’ knowledge of space and their sensitivity towards their spatial environment. The method is based on activities: experiencing architecture through both discovering and forming their environment and a brief introduction to architecture education for children, providing the students with a toolbox for their own spatial knowledge development and for enabling them to facilitate spatial learning for children.
The doctoral dissertation Pre Architectura - Learning Through Space investigates spatial learning... more The doctoral dissertation Pre Architectura - Learning Through Space investigates spatial learning processes: spatial perception and spatial creation as fundamental ways of learning, primarily during childhood though with detectable results in all ages. The research presents the possible uses of the built environment as the base to provide learning opportunities on multiple levels: due to its habitualness, the built environment serves as a safe background, where children/participants open up easily for curious exploration; while due to its spatial, architectural, social, historical and cultural properties, it contributes an infinite range of stimuli to different learning processes. The theoretical approach of the research considers spatial learning as the basis and model of all learning processes, introducing parallel contemplations of philosophy, psychology, and architectural education initiatives with the supporting results in recent physiological discoveries. The developed practical methods of the research are based on two processes: conscious spatial perception, as an intensive experience for the learning event; and building, as a learning act to develop creative problem solving skills. The initiative targets the introduction of complementary competences to generally produced data-based knowledge in educational schemes in order to enable children/participants to handle the expanding information load of contemporary society and to empower them to actively participate in shaping their own environment to provide empathic and appropriate surroundings for leading a fulfilling life.
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Papers by András Cseh
This patchwork of existing and becoming structures is subconsciously apparent for us in our natural environment. It seems that however we fight against it, we still remain undetachable parts of this spherical home that we’re trying to over-inhabit. It feels natural and evident to walk in a field or a forrest, to see creatures appear, thrive and disappear, emerge and decay. We don’t experience our contrast towards these processes and maybe that becomes the reason behind our complete ignorance towards them.
Nevertheless, as we drive towards a human created settlement, the tension of living starts building up. In this built environment, which is the background of our everyday life, we consciously get face to face with each other and all that is around us. Every action becomes more aware, planned and carefully executed. We make lists to keep in mind what and how to organize.
This is my list about the city: a patchwork of new schemes in the framework of upcycled blocks of thoughts in recent years.
The research presents the possible uses of the built environment as the base to provide learning opportunities on multiple levels: due to its habitualness, the built environment serves as a safe background, where children/participants open up easily for curious exploration; while due to its spatial, architectural, social, historical and cultural properties, it contributes an infinite range of stimuli to different learning processes.
The theoretical approach of the research considers spatial learning as the basis and model of all learning processes, introducing parallel contemplations of philosophy, psychology, and architectural education initiatives with the supporting results in recent physiological discoveries.
The developed practical methods of the research are based on two processes: conscious spatial perception, as an intensive experience for the learning event; and building, as a learning act to develop creative problem solving skills. The initiative targets the introduction of complementary competences to generally produced data-based knowledge in educational schemes in order to enable children/participants to handle the expanding information load of contemporary society and to empower them to actively participate in shaping their own environment to provide empathic and appropriate surroundings for leading a fulfilling life.
This patchwork of existing and becoming structures is subconsciously apparent for us in our natural environment. It seems that however we fight against it, we still remain undetachable parts of this spherical home that we’re trying to over-inhabit. It feels natural and evident to walk in a field or a forrest, to see creatures appear, thrive and disappear, emerge and decay. We don’t experience our contrast towards these processes and maybe that becomes the reason behind our complete ignorance towards them.
Nevertheless, as we drive towards a human created settlement, the tension of living starts building up. In this built environment, which is the background of our everyday life, we consciously get face to face with each other and all that is around us. Every action becomes more aware, planned and carefully executed. We make lists to keep in mind what and how to organize.
This is my list about the city: a patchwork of new schemes in the framework of upcycled blocks of thoughts in recent years.
The research presents the possible uses of the built environment as the base to provide learning opportunities on multiple levels: due to its habitualness, the built environment serves as a safe background, where children/participants open up easily for curious exploration; while due to its spatial, architectural, social, historical and cultural properties, it contributes an infinite range of stimuli to different learning processes.
The theoretical approach of the research considers spatial learning as the basis and model of all learning processes, introducing parallel contemplations of philosophy, psychology, and architectural education initiatives with the supporting results in recent physiological discoveries.
The developed practical methods of the research are based on two processes: conscious spatial perception, as an intensive experience for the learning event; and building, as a learning act to develop creative problem solving skills. The initiative targets the introduction of complementary competences to generally produced data-based knowledge in educational schemes in order to enable children/participants to handle the expanding information load of contemporary society and to empower them to actively participate in shaping their own environment to provide empathic and appropriate surroundings for leading a fulfilling life.