Αμφίδρομα μαθήματα ή μαθήματα αναλογίας: Από το σχολείο στην πόλη και από την πόλη στο σχολείο

Abstract

In our speech, we presented different pedagogical approaches, which we call “pedagogical scales”, because we consider that they can contribute to a closer or a wider perspective of the urban phenomenon, and generally, to a scaling of a child's experience from smaller to bigger things.
More specifically we connect:
A) Inclusive education to the city as a place of coexistence between diversities.
B) Interaction – Metaphor – Simulation to the city as a network of communication and interaction.
C) STEM to the city as field of everyday problems which have to be solved.
D) Montessori system to the city as a frame that demands self-discipline and selfregulation.
E) Blended learning to the chaotic urban reality.
F) Ubiquitous learning to the idea of a virtual city.
G) Actions – participation to a city with active and responsible citizens.
The purpose of the present project is, firstly, the familiarization with these scales, the synthesis of which, we believe, sketches out the urban phenomenon in a global manner as a gradation of needs and functions. Therefore, we suggest the selective composition and alternation of the scales mentioned, in order to gradually prepare future citizens for the different levels of the urban experience (space, network, field, frame, urban reality, limit, civic participation). We consider that these levels preserve proportional relationships between them.