BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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comparable programs, e.g. in Pontiac (see paragraphs 28 to 72). Through the 40's and early 50's, as the concept of community education evolved, the following characteristics were the significant ones: i) the community school recognised in actual programming the basic fact that education is a continuous process; ii) educational objectives were stated in terms of desired changes in behaviour; iii) educational activities, supported by appropriate instructional materials, were based upon the problems, needs, and( interests of those for whom they were planned; iv) the school served the community, and the community served the school; v) a local community provided a focal point for understanding other, larger communities of people; vi) the community school challenged school and community leaders. The Current Situation: Motives for a New Educational Reform 17. The community education movement suffered a set-back in the "cold war" in a competitive struggle with forces of science and technology. Many educators saw the danger of being surpassed by "eastern" competition which put the first Sputnik into orbit in 1957. The best strategy appeared to be a stronger emphasis on the technical and natural science disciplines of formal education. A reversal of this trend followed • towards the end of the 60's because of growing environmental and urban problems, increased mobility and wealth, racial conflicts and civil rights movements, and a polarisation of different social, cultural, economic and age groups. One of the typical'traits of those years included an enthusiastic belief in quantitative methods for problem solving and, at the same time, a general feeling of increased incompetence on the individual level to direct or steer the course of events even in personal or small group affairs. 18. As a countermovement, community education promised: more human and individualised approaches; the participation of citizens in planning and decision-making processes; the open school concept; life-long learning; co-ordination of cultural, educational, recreational and social services; increased educational choices and opportunities. It was in fact an exact replica of the community school movement after the Great Depression. The community was seen as the catalyst for finding a specific solution to all its problems. 32
GLOSSARY OF TERMS 19. Mainly for the non-American reader, a few of the most often used catch-words need to be explained: "Resources" is a word which appears in conjunction with facilities as well as human beings (teachers, professionals, etc.), institutions,commercial establishments, or economic and financial means. In the first case it usually is the community which uses the schools' facility resources; in the second, it most often applies to the school which uses community (human, institutional, etc.) resources. "Programs and agencies" in a few instances are a congruent set; but usually "program" connotes a limited, temporary approach to solve a certain problem with financial support from the government or school, while the "agency" is the organisational or administrative component. In contrast to Europe, where agencies are usually permanent, and programs appear and disappear, the link between program and agency in the United States is very much closer in that the agency often is eliminated when its major purpose, the program it serves, ceases to exist. "Project" in turn may be used to describe a sub-part of a program or a larger entity in which several programs are co-ordinated depending on the context in which it is used. "Decentralisation" is one of the principles which may be used in conjunction with decision-making processes, the provision of facilities and architectural design, but also in terms of educational methods. In each case, it means the subdivision of a larger unit into smaller more independent units, and often the delegation of a certain amount of power to the smaller unit. In spite of its comparatively decentralised educational system, a further delegation of decisionmaking power is widely discussed and implemented in the United States. "Charette", participatory method for involving users, experts and agencies in the decision-making or programming process, usually lasting several days or weeks. 33
Page 1 and 2: OECD BUILDING FOR SCHOOL AND COMMUN
Page 3 and 4: OECD PROGRAMME ON EDUCATIONAL BUILD
Page 5: PREFACE CONTENTS THE DEVELOPMENT OF
Page 8 and 9: strictly speaking a case study repo
Page 11 and 12: INTRODUCTION 1. Change and the deve
Page 13 and 14: different groups within the communi
Page 15 and 16: Congress passed the National Defens
Page 17 and 18: programs continued through the 1940
Page 19 and 20: 36. There are now approximately 1 1
Page 21 and 22: Secretary of the Department of Heal
Page 23: 53. All of these trends have combin
Page 27 and 28: INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30: is available on these projects, thi
Page 31 and 32: school to widen its uses to include
Page 33: In 1935 financial support for commu
Page 38 and 39: the study, depends largely on the a
Page 40 and 41: to the acceptability of uses. State
Page 42 and 43: Background Information THE PURPOSE-
Page 44 and 45: -P- -P- Center a) Dana P. Whitmer H
Page 46 and 47: 4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49: Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51: Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53: Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55: VJl 4> Figure 3 PLAN OF PAUL LAUREN
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67: however, at the seam between large
Page 68 and 69: Figure 8 DIAGRAM OF SPACE USAGE FOR
Page 70 and 71: agencies, but also an office for pa
Page 72 and 73: 71. The author then proceeds to ana
Page 74 and 75: districts in the United States to t
Page 76 and 77: the inner city were changed to acco
Page 78 and 79: 86. He organised marathon basketbal
Page 80 and 81: school, (the largest In New Jersey,
Page 83 and 84: Part Two CO-ORDINATION ON A CITY-WI
Page 85 and 86:
was conducted, neither of these pla
Page 87 and 88:
30% use empty schools for new purpo
Page 89 and 90:
ORGANIC GROWTH OF THE COMMUNITY SCH
Page 91 and 92:
"Almost without exception, the vari
Page 93 and 94:
supermarket has proved to be an exc
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- working at a large enough scale;
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126. The list of projects dedicated
Page 99 and 100:
and to specific measurable educatio
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ii) Problems and Barriers 133. Desc
Page 103 and 104:
Figure 13 ORIGINAL PROPOSAL FOR A M
Page 105 and 106:
open warehouse space into highly pe
Page 107 and 108:
107 PEB Secretariat
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parts of the community. He often co
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tion of new teachers; staff develop
Page 113 and 114:
iii) produce a detailed planning pr
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problems associated with them. None
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158. Even though the intention to d
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Figure 14 THE ORGANISATIONAL UNITS
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e) Examples of Cases Implemented 16
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- and the indoor recreation buildin
Page 125 and 126:
Figure 16 FLOOR PLAN OF MACK SCHOOL
Page 127 and 128:
Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130:
of its curriculum, it also sets an
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Meeting to select new staff and str
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iii) in terms of process: - the pro
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BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138:
Ann Arbor, Michigan CASE STUDY MATE
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"How to Get the New Jersey- High Sc
Page 141:
Pontiac, Michigan "Whitmer Human Re
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INTRODUCTION 1. Co-ordination of sc
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student comes out of the educationa
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Part One INDICATIONS OF CHANGE Resu
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neighborhoods there at all, at leas
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HUMAN RESOURCES CENTER, PONTIAC, MI
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44. Such a design was somewhat exce
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assignments, etc.(l) Thus education
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47. The remainder of this paper wil
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Part Two CO-ORDINATION OF FACILITIE
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54. The impact on co-ordination was
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59. Turned into a method, it is as
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citizens and users have been involv
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j) The planners and architects will
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GAME 1. Developing an Inventory The
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FIRST NEIGHBORHOOD CENTER, GANANDA
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Making Maps 69. Every community and
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Children Making Maps RE-USE OF THE
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ANN ARBOR, MICHIGAN Children and pa
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citizens to walk in off the street
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design. Two young people from the c
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89. Gradually a design for the buil
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and representatives of the communit
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IX. Final Town Meeting. The followi
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III. Third day. Team executes desig
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user/needs are being properly met,
Page 195:
120. Perhaps the most radically new
Page 198 and 199:
125. The reasons for this growing c
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134. But a new building (or even a
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