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In our era of rapid, breathless change, we need concepts of human education that promise sustainability, along with a corresponding architecture of learning. The pursuit of knowledge has always been regarded as a key to a better life - both individually and collectively - and the social value of learning is reflected most vividly in the environments where it takes place. What kind of architecture do we need for a holistic concept of education that anticipates future developments? And how can the built environment support the transformation of accumulated knowledge into lived experience and embodied wisdom? Answers to such questions have often found meaningful expression in the typology of the library - and continue to do so today. This book addresses vital questions of education, human epistemics, knowledge, and their architectural settings from diverse disciplinary perspectives.
A propos de l'auteur
Michael Heinrich (Prof. Dr.), geb. 1966, studierte am Mozarteum Salzburg und ist seitdem als Bühnen- und Kostümbildner, Innenarchitekt und Designer tätig. Er lehrt Darstellen, Gestaltungsgrundlagen und Szenografie an der Hochschule Coburg und promovierte in psychologischer Ästhetik an der LMU bei Ernst Pöppel.Maximilian Sternberg (Prof. Dr.) is a professor of history and theory of architecture at the Department of Architecture at the Cambridge University. His teaching covers architectural history, landscape and urban studies. His research interests include modern European architecture, medieval architecture, medievalism in modern architecture, and the politics of heritage. He has previously served as the Chief Executive of the Society of Architectural Historians of Great Britain.
Résumé
In our era of rapid, breathless change, we need concepts of human education that promise sustainability, along with a corresponding architecture of learning. The pursuit of knowledge has always been regarded as a key to a better life – both individually and collectively – and the social value of learning is reflected most vividly in the environments where it takes place. What kind of architecture do we need for a holistic concept of education that anticipates future developments? And how can the built environment support the transformation of accumulated knowledge into lived experience and embodied wisdom? Answers to such questions have often found meaningful expression in the typology of the library – and continue to do so today. This book addresses vital questions of education, human epistemics, knowledge, and their architectural settings from diverse disciplinary perspectives.
