SPACE, EDUCATION, AND SOCIALIZATION

Education, both as knowledge acquisition and as socialization, is structured by pedagogical principles. This article examines the question of whether the layout and use of architectural space plays a role as a pedagogical device by impacting social interaction and discourse in educational institutions. It is argued that in order to understand the role of space in an educational system, the configuration of building layouts must be considered not only as a dependent variable reflecting pedagogical principles, but also as an independent variable capable of generating its own pedagogical effects. The idea that the configuration of space can affect the spatial pattern of socialization and generate tensions and even shifts in pedagogical codes is illustrated through case studies of two design schools.