| 요약2 |
Dutch educational spaces introduce informal education to the regular one, and make students have opportunities of doing self-development in person, and further enable parent’s conversations with students through outside non-teaching manpower. Therefore, the educational spaces increase social participation, and become places that raise cohesive power through attempting development with communities centering on schools. In other words, informal education system that becomes linked to the society could be said as an important part. Such like this, Herman Herzberger gave simple and standardized orders to the architecture so that people could recognize it, and the occurred needs in daily life were able to be given between each space. This between- space breaks down the boundary of inside and outside and buffs by the possibility of accepting individual interpretations of internal/external persons, and thus shows transitional zone’s feature. So, he reflected the figure of structuralism thoughts which apply and change personal recognition to the space and matter according to surrounding relations among total systems into the architecture from a concept that personal interpretation was important in the group. The architectural characteristics shown in structuralism thoughts are appeared as public space and personal one, physical space and fictional one, ambiguity of hierarchy, and properties of materials etc. This characteristic that attempts to express relations from dual 2 aspects is appeared from mutual relations so as to link each 2 aspects. That is, it is holding transitional characteristics of being buffered by making accepting scopes of various needs from a lot of persons before entering into other spaces. |