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De relatieve autonomie van de (school)architectuur en de complexe werking van de historische tijd

Maarten Van Den Driessche UGent (2009) Materiële schoolcultuur : over artefacten als bron in de onderwijsgeschiedenis. In Jaarboek voor geschiedenis van opvoeding en onderwijs 2008. p.109-125
abstract
This text on school-architecture principally presents an architectural point of view. However, by focusing on how the two disciplines (architectural criticism and the history of pedagogy) deal with the problematic of time, the text touches the interdisciplinary question. In the first two paragraphs we stress the relative autonomy of the architectural discipline. By referring to the theories of the Italian architect Aldo Rossi, we make a distinction between the architectural form and the function of the building. The architect confronts the material sustainability of the architectural form to the occupational variability of institutional regimes. He demonstrates that historical buildings and monuments still have sense, even when the inhabitation, the use of the buildings and the initial meaning of the buildings have changed. In the next two paragraphs we try to re-investigate the relationship between the school programme and the architecture of an educational edifice. Therefore, we make use of two series of metaphors. A first sequence of terms is borrowed from computer technology. We compare the school building, the school regime and the events occurring in a school setting; to the hardware, the software and the way one makes use of a computer. For the second sequence of terms we make use of the ‘time theory’ of Fernand Braudel. The French historian distinguishes the longue durée from the social history and historical events: ‘des structures, des conjunctures, des événements’. Referring to the material sustainability of architectural artifacts, we argue that many architectonic questions are rooted in the longue durée. We even boldly state that architecture acts against the social history of customs and institutions. In a last concluding paragraph we will show, how in the design process, these categories are inverted. While designing a building, the solid becomes fluid, and the material reality becomes a possibility. In the design process the architect invests in the longue durée and the material qualities (the hardware) of institutional buildings such as a school, but in this way the designer finally can formulate a critique on the functioning of an institutional regime, and the use of the architectonic artifact.
Please use this url to cite or link to this publication:
author
organization
year
type
bookChapter
publication status
published
subject
keyword
autonomy, school architecture, historical time
book title
Materiële schoolcultuur : over artefacten als bron in de onderwijsgeschiedenis
editor
Angelo Van Gorp , Nelleke Bakker, Sjaak Braster and Marjoke Rietveld-Van Wingerden
series title
Jaarboek voor geschiedenis van opvoeding en onderwijs
volume
2008
pages
109 - 125
publisher
Koninklijke Van Gorcum
ISBN
9789023245186
language
Dutch
UGent publication?
yes
classification
B2
copyright statement
I have transferred the copyright for this publication to the publisher
id
1067666
handle
http://hdl.handle.net/1854/LU-1067666
date created
2010-10-29 10:49:18
date last changed
2016-12-19 15:39:53
@incollection{1067666,
  abstract     = {This text on school-architecture  principally presents an architectural point of view. However, by focusing on how the two disciplines (architectural criticism and the history of pedagogy) deal with the problematic of time, the text touches the interdisciplinary question.
In the first two paragraphs we stress the relative autonomy of the architectural discipline. By referring to the theories of the Italian architect Aldo Rossi, we make a distinction between the architectural form and the function of the building. The architect confronts the material   sustainability of the architectural form to the occupational variability of  institutional regimes. He demonstrates that historical buildings and monuments still have sense, even when the inhabitation, the use of the buildings and the initial meaning of the buildings have changed. 
In the next two paragraphs we try to re-investigate the relationship between the school programme and the architecture of an educational edifice. Therefore, we make use of two series of metaphors. A first sequence of terms is borrowed from computer technology. We compare the school building, the school regime and the events occurring in a school setting; to the hardware, the software and the way one makes use of a computer. For the second sequence of terms we make use of the {\textquoteleft}time theory{\textquoteright} of Fernand Braudel. The French historian distinguishes the longue dur{\'e}e from the social history and historical events: {\textquoteleft}des structures, des conjunctures, des {\'e}v{\'e}nements{\textquoteright}. Referring to the material sustainability of architectural artifacts, we argue that many architectonic questions are rooted in the longue dur{\'e}e. We even boldly state that architecture acts against the social history of customs and institutions.
In a last concluding paragraph we will show, how in the design process, these categories are inverted. While designing a building, the solid becomes fluid, and the material reality becomes a possibility. In the design process the architect invests in the longue dur{\'e}e and the material qualities (the hardware) of institutional buildings such as a school, but in this way the designer finally can formulate a critique on the functioning of an institutional regime, and the use of the architectonic artifact.},
  author       = {Van Den Driessche, Maarten},
  booktitle    = {Materi{\"e}le schoolcultuur : over artefacten als bron in de onderwijsgeschiedenis},
  editor       = {Van Gorp , Angelo and Bakker, Nelleke and Braster, Sjaak and Rietveld-Van Wingerden, Marjoke},
  isbn         = {9789023245186},
  keyword      = {autonomy,school architecture,historical time},
  language     = {dut},
  pages        = {109--125},
  publisher    = {Koninklijke Van Gorcum},
  series       = {Jaarboek voor geschiedenis van opvoeding en onderwijs},
  title        = {De relatieve autonomie van de (school)architectuur en de complexe werking van de historische tijd},
  volume       = {2008},
  year         = {2009},
}

Chicago
Van Den Driessche, Maarten. 2009. “De Relatieve Autonomie Van De (school)architectuur En De Complexe Werking Van De Historische Tijd.” In Materiële Schoolcultuur : over Artefacten Als Bron in De Onderwijsgeschiedenis, ed. Angelo Van Gorp , Nelleke Bakker, Sjaak Braster, and Marjoke Rietveld-Van Wingerden, 2008:109–125. Koninklijke Van Gorcum.
APA
Van Den Driessche, M. (2009). De relatieve autonomie van de (school)architectuur en de complexe werking van de historische tijd. In A. Van Gorp , N. Bakker, S. Braster, & M. Rietveld-Van Wingerden (Eds.), Materiële schoolcultuur : over artefacten als bron in de onderwijsgeschiedenis (Vol. 2008, pp. 109–125). Koninklijke Van Gorcum.
Vancouver
1.
Van Den Driessche M. De relatieve autonomie van de (school)architectuur en de complexe werking van de historische tijd. In: Van Gorp A, Bakker N, Braster S, Rietveld-Van Wingerden M, editors. Materiële schoolcultuur : over artefacten als bron in de onderwijsgeschiedenis. Koninklijke Van Gorcum; 2009. p. 109–25.
MLA
Van Den Driessche, Maarten. “De Relatieve Autonomie Van De (school)architectuur En De Complexe Werking Van De Historische Tijd.” Materiële Schoolcultuur : over Artefacten Als Bron in De Onderwijsgeschiedenis. Ed. Angelo Van Gorp et al. Vol. 2008. Koninklijke Van Gorcum, 2009. 109–125. Print.