Wood, A;
(2020)
Giancarlo De Carlo’s Concept of Architecture – a Powerful and Inclusive Tool for Thinking about Educational Space.
Histories of Postwar Architecture
, 5
pp. 64-75.
10.6092/issn.2611-0075/10684.
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Abstract
This paper explores Giancarlo De Carlo’s concept of architecture as discussed in his writing and argues that it offers a particularly inclusive way of thinking about educational space. Drawing also on the work of Mieke Bal for whom concepts can act as common languages across disciplines, the paper shows how De Carlo’s “architecture” achieves openness through expanding the categories of “designer” and “project” and so might be especially helpful as a common language among architects and educationalists. Illustrating some of the contemporary challenges facing education as well as De Carlo’s personal interests in schools and universities, the paper applies the architect’s concepts to open up discussion about the future of schooling.
| Type: | Article |
|---|---|
| Title: | Giancarlo De Carlo’s Concept of Architecture – a Powerful and Inclusive Tool for Thinking about Educational Space |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.6092/issn.2611-0075/10684 |
| Publisher version: | https://hpa.unibo.it/article/view/10684 |
| Language: | English |
| Additional information: | © 2019 Adam Wood. This work is licensed under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). |
| Keywords: | Giancarlo De Carlo, architecture, educational architecture |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10110632 |
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