What’s the Sense of a Classroom? Sensory Perception in Classrooms and Relationships with Nature in the Wake of COVID-19

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Studies in Philosophy and Education Pub Date : 2024-09-19 DOI:10.1007/s11217-024-09962-3

Guillermo Marini

引用次数: 0

Abstract

This paper explores sensory perception in classrooms, and the relationship between classrooms and nature in the context of the COVID-19 pandemic. First, it argues that this crisis provides a unique opportunity to rethink how we perceive classrooms and their connection with nature. Second, the paper describes what students and teachers usually see, hear, touch, smell, and taste in classrooms, and identifies unusual or overlooked sensory phenomena that COVID-19 has brought to our attention. Third, the paper discusses three types of classrooms (traditional, innovative learning environment, open-air) and how they model our perception and conceptualization of nature. The paper concludes by emphasizing the relevance of everyday aesthetics in education, what stands as an opportunity to sensorially enrich pedagogy, and to approach classrooms as proper dwellings for both humans and other-than-human beings.

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教室有什么意义？COVID-19 之后教室中的感官感知以及与自然的关系

本文以 COVID-19 大流行为背景，探讨了教室中的感官感知以及教室与自然之间的关系。首先，本文认为这场危机为我们重新思考如何看待教室及其与自然的关系提供了一个独特的机会。其次，本文描述了学生和教师通常在教室里看到、听到、触摸到、闻到和尝到的东西，并指出了 COVID-19 引起我们注意的不寻常或被忽视的感官现象。第三，本文讨论了三种类型的教室（传统教室、创新学习环境教室、露天教室），以及它们如何模拟我们对自然的感知和概念化。最后，本文强调了日常美学在教育中的相关性，这是一个从感官上丰富教学法的机会，也是将教室作为人类和非人类的适当居所的机会。

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来源期刊

Studies in Philosophy and Education Multiple-

CiteScore

2.50

自引率

10.00%

发文量

期刊介绍： Studies in Philosophy and Education is an international peer-reviewed journal that focuses on the philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. As such, Studies in Philosophy and Education is not the expression of any one philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Contributions that address this wide audience, while clearly presenting a philosophical argument and reflecting standards of academic excellence, are encouraged. Topics may range widely from important methodological issues in educational research as shaped by the philosophy of science to substantive educational policy problems as shaped by moral and social and political philosophy and educational theory. In addition, single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. There is also a frequent Reviews and Rejoinders’ section, featuring book review essays with replies from the authors.

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