Aesthetic quality of the school environment: The invisible (f)actor
Abstract
The purpose of this article is to consider everyday aesthetics of the school environment as a factor which could contribute to improve the quality of education and the way we understand school reforms, beyond the definition of standards and the measurement of performance in subjects such as math and language. There is no research and systematic studies about the aesthetic dimension of schools’ learning spaces in Chile. Consequently, there is a need to approach this issue to better understand the present state of affairs and hence create more interesting and sustainable environment in our schools.
Firstly, some historical and contemporary arguments regarding the material and aesthetic dimensions of the school environment are considered in order to illustrate how they may affect the quality of education, and then, the need to support the importance of everyday aesthetic experiences emerge by considering the thought of prominent researchers in the field. Finally, some key issues and questions related to the aesthetic quality of the school environment are proposed to reflect about.
Format
Crossmark
License
In order to support the global exchange of knowledge, the journal Arte, Individuo y Sociedad is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
