Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
What does it mean to build an educational environment (Iori, 1996) that recognizes and addresses realistically and attentively the people who learn and develop within it? Is there room in educational spaces (schools, universities, community services, etc.) for the experiences of those (Iori, 1996), particularly children, young adults, and adults, who spend a significant part of their daily lives there? While there is undoubtedly a close and important correlation between quality, democracy, inclusiveness, etc. of educational spaces and the architectural forms that characterize them, we ask ourselves why pedagogical knowledge does not pay greater attention to the connection between the physical and material dimensions of places designed for education and their symbolic dimensions (Iori, 1996; Manzini, 2021; Vanolo, 2024). Starting from these premises, we will seek to question the need for close collaboration between those involved in education—pedagogists, educators, teachers, and architects/designers—in the increasingly pressing direction of a possible interpretation and design of educational spaces as spaces in which everyone can learn, grow, and live well, in the spirit of objective, physical, and relational proximity (Manzini, 2021). We therefore believe it desirable to develop what we might call a Manifesto for Educational Living. Since educational living is a complex experience in the contemporary world, it inevitably draws on multiple disciplinary perspectives, ranging from pedagogy, psychology, anthropology, the sociology of cultural processes, architecture, and design, to name just a few of the most significant within the proposed reflection.
