Pedagogical Implications of the Concepts of the Classroom in Europe: The Key Historical Layers, Tendencies and Influential Lines

DOI Web Site 参考文献3件
  • Tanic Milan
    Department of Architecture, Faculty of Civil Engineering and Architecture, University of Nis
  • Stankovic Danica
    Department of Architecture, Faculty of Civil Engineering and Architecture, University of Nis
  • Kostic Ivan
    Department of Architecture, Faculty of Civil Engineering and Architecture, University of Nis
  • Nikolic Vojislav
    Department of Architecture, Faculty of Civil Engineering and Architecture, University of Nis
  • Petrovic Marjan
    Department of Architecture, Faculty of Civil Engineering and Architecture, University of Nis
  • Kondic Slavisa
    Department of Architecture, Faculty of Civil Engineering and Architecture, University of Nis

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Viewed historically, for a thorough understanding of the development of pedagogical concepts it is necessary to study all important contextual elements that have contributed to the achievement of certain conditions under which educational work with students occurred, and to study all the qualitative components that lie at the essence of this pedagogical process.<br>This paper examines the interdependence of pedagogical movements and classroom environment for the elementary education in the European historical context. The authors′ analysis of historical trends in the development of pedagogical ideas and movements has identified two influential currents, in which implications related to the origins and final form of the highlighted school architecture in Europe have been analyzed.<br>The key finding of this study is that, given the different socio-cultural circumstances, the level of development of the classroom in Europe is conditioned primarily by the continuity and quality of perception of pedagogical movements, as related to the appropriate environment in which the pedagogical process is to be implemented.

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