SPACE, EDUCATION, AND SOCIALIZATION

Education, both as knowledge acquisition and as socialization, is stru ctured by pedagogical principles. This article examines the question o f whether the layout and use of architectural space plays a role as a pedagogical device by impacting social interaction and discourse in ed ucational institutions. It is argued that in order to understand the r ole of space in an educational system, the configuration of building l ayouts 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 configuratio n of space can affect the spatial pattern of socialization and generat e tensions and even shifts in pedagogical codes is illustrated through case studies of two design schools.