Phenomenology of sense of place and its constituents in children educational environments

Tooraj Jalili, Arezoo Azar

Abstract


New findings of researchers indicate that the environment and society have formed by the presence of human beings and the man being influenced by its surroundings grows. Childhood is the beginning of the phase in which the man inspires from the environment. It is a point where the bed of education, nurture, and growth must be provided so that the society future can be seen as more active and promising. A child perception of the space is quite different from adults. Thus, to build an appropriate space, the children must be looked upon from a point of view in line with their own experience of world. On the other hand, famous philosophers in the world seek for a new approach to change the human’s views, which is called “phenomenology”. Phenomenology is the interaction of all the senses in the process of perception.

Architecture is one of the most important fields in which phenomenology have captured lots of attention. Phenomenologists of architecture have attempted to present a new and different perception of the architecture and environment, by considering the capabilities of this field in architecturally analyzing the space. To this end, the authors of this research have tried to interpret such issues by using descriptive and interpretational methods in order to explore the design concepts of children educational spaces and the relation of such spaces with phenomenology and sense of place. They seek to interpret the influential aspects of the experts’ theories in the form of design principles for children educational centers.


Keywords


Phenomenology, sense of place, educational environment, child.

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