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Why a Learning City could be a Healthy City?
Why and how to bypass the rhetoric of innovative learning spaces, using the construct of the [urban] capability [sensitive design] approach

Arras, Francesca (2019) Why a Learning City could be a Healthy City?
Why and how to bypass the rhetoric of innovative learning spaces, using the construct of the [urban] capability [sensitive design] approach.
Doctoral Thesis.

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Abstract

This research aims to demonstrate if and how a Learning City can exist, and satisfy the requirement of a Healthy City, trying to give an operational meaning to this word beyond the current definitions and guidelines (OMS, OECD, UNESCO, ONU, MIUR) reflecting on the educational potential of space. The results of the research demonstrate a "healthy city” is above all a fully, inclusive and enabling, innovative and safe "usable and used" city by all its inhabitants. A malleable and transformable urban environment, not only a container of health or learning, but also as an instrument that creates them and allows the people to be not only recipients, but co-authors of their own processes of development and well-being in the full sense, in an emancipatory perspective.

The research is therefore inscribed in the broad debate on what it means to be a "healthy city" as well as the particularly effervescent "innovative" learning spaces, "re-organizing” the priorities of the urban agenda. The research approach aims to overcome the limits inherent in the disciplinary and academic fields, often characterised by fragmentation and isolation, by moving onto other disciplinary domains, especially in the pedagogical sciences; re-center the city around the theme of learning, beyond the enclosures / standards/ disciplinary and exclusion devices produced by the contemporary city, from the beginning of the modern city. At the same time, the rhetoric of the Innovative Learning Spaces is replaced with projects / processes (of space and learning) based on the "Capability Approach" as a founding paradigm of the spatial and pedagogical choices (with the perspective for lifelong/wide/deep learning).

In the III part of the work (chapter IV and V) explains the reasons why this could occur, opening learning spaces to the city and vice versa, from the perspective of widespread learning, with a series of reflections, ideas, research trails, case studies, and direct experience in the field as well as in the sphere of research & action. A possible methodology is introduced suggesting to elaborate the concept of "tactical counter-device" chosen as a tool that, by its nature, is able to “hack” and “dubug” space into an inclusive perspective, capacitative-enabling, "beta-permanent", open and incremental. Starting a new concept of learning, which guarantees different yet fair opportunities to all, ensuring everyone will have the chance to use and enjoy the city with respect to the development prospects chosen for each-ones own life and action projects, especially for all those categories of "disadvantaged" inhabitants to whom the city is hostile and inaccessible.

Item Type:Doctoral Thesis
ID Code:11993
Contributors:Cecchini, Arnaldo
Publisher:Universita' degli studi di Sassari
Uncontrolled Keywords:Innovative learning spaces, tactical counter-device, community learning, learning city as healty city, city as a classroom
Spazi innovativi per l’apprendimento, controdispositivo tattico, apprendimento di comunità, città educante come città sana, città come aula
Subjects:Area 08 - Ingegneria civile e Architettura > ICAR/14 Composizione architettonica e urbana
Area 08 - Ingegneria civile e Architettura > ICAR/21 Urbanistica
Divisions:001 Università di Sassari > 01-a Nuovi Dipartimenti dal 2012 > Architettura, Design e Urbanistica
Cicli, scuole e corsi:Ciclo 31 > Architettura e ambiente
Deposited On:29 Apr 2019 15:47

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