ABSTRACT
This work will pursue and enrich the subject matter with which we have dealt in the past concerning school architecture in the twentieth century. That book is suffused with the logic of an unfolding within social-historical-cultural time of the perceptions governing the organisation of teaching spaces in the Western world, and especially in Europe. It encounters trends and spatial categories stemming from other fields, such as the history of architecture, and highlights particularities proximate to the domain of school architecture that are due to its vital ties with teaching and educational policy in general. The study does not cover the whole century, but concludes with the decades of the 1970s and 1980s – that is the first phase of post-modernism in architecture. It refers synoptically to this phenomenon, describing the marks it has left on school architecture through examples of structuralism and the trends of historicism, metaphor and meaning.
