"We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference. And any environment is a chance environment so far as its educative influence is concerned unless it has been deliberately regulated with reference to its educative effect."- John Dewey, Democracy and Education, 1916
In the paper, we present an innovative learning perception that sees the learning process as unfolding at any given time and place, acquired at any possible encounter with any available individual, space, and knowledge. This assumption places a heavy burden on educators' shoulders when they have to design a learning environment for potential learners. The model of spatial city learning presents a multidimensional, community-based approach for implementing that perception.
The goal of this paper is to provide tools for instilling the proposed learning approach by means of city learning spaces. It presents an innovative, significant learning approach, and examines ways of applying it the community. The paper emphasizes several central stages and rules for developing wide-ranging city learning spaces that practice this innovative learning approach.
We also present several examples of sites where the city learning spaces model has been implemented:
- The city research team of Bat Yam
- Learning from community mentors in Bat Yam and Ramat Hasharon
- The city as a school: volunteering centers in Hod Hasharon
- The community university of Shibuya, Japan
- The innovation centers in Kfar Galim youth village
These examples present theoretical aspects, together with difficulties in implementation - and provide tools for coping with them.Click here to download the full article