Paper short abstract:

School architectures can prevent the realization of school development and thus neglect school actors. Therefore the school is regarded problematically as a limited place of learning and alternative spatial regulations of learning and formational processes are to be suggested.

Paper long abstract:

The results of our ongoing research project supported by the DFG (German Research Foundation) are to be presented whose central part is the meaning of school architectures for the realization and thus for the change of the cultural order in schools.

The study contrasts schools that show a maximum of difference from each other with regard to the degree of openness and closeness of their spatial orders. By comparing these schools we differentiate between four cultural dimensions of spatial orders in schools: material school architectures, daily spatial practices, space-related interpretation patterns of school actors and pedagogic concepts of space of each school. We are going to demonstrate with the help of specific cases how school architectures can even prevent the realization of pedagogic concepts and how actors deal with that space-related crisis of school development. Focusing on individual schools raises the question: What is the school still able to accomplish being a limited, locatable place of learning?

Thus, the dynamics of globalization, mediatization, informalization and the spread of knowledge into out-of- school learning environments become increasingly important. Those learning environments gain in importance for children and adolescents and compete with their schools. Is it therefore still possible to legitimate the compulsory attendance which is, for instance in Germany, enshrined in the law? Finally, how can we find perspectives for future spatial regulations of formational and learning processes?