ABSTRACT

The learning street, understood as a collaborative space and social circuitry within the school, is a concept rooted in Maria Montessori’s thinking and further developed by Herman Hertzberger from the 1960s onwards. In a time before the influence of the Italian educator, one may find in Spain precedents to the use of the gallery as an embryonic learning street. The never built project for the Institución Libre de Enseñanza (Free Educational Institution), from 1882, the Cervantes School facilities in Madrid, from 1913, and the six school buildings framed in the 1922 Plan for Madrid included wide corridors specifically designed for such purpose. In the Second Republic, the learning street had already become legitimised by the technical building codes of 1933. The well-meaning and, in many respects, fully justified campaign launched by the journalist Luis Bello in favour of schools, did away with the initiative: proof of such are the 1933 and 1936 plans for school buildings in Madrid. Years later, under the influence of new European currents, the General Education Law of 1970 promoted the adoption of open space typologies in new schools, a measure that also failed, and for similar reasons.

摘要

学习街，被理解为学校内的协作空间和社交回路，是一个植根于玛丽亚蒙台梭利思想并由赫尔曼赫茨伯格从 1960 年代起进一步发展的概念。在意大利教育家的影响之前，人们可以在西班牙找到将画廊用作萌芽学习街的先例。Institución Libre de Enseñanza（免费教育机构）从未建成的项目，从 1882 年开始，塞万提斯从 1913 年起，马德里的学校设施以及 1922 年马德里计划中的六座学校建筑都包括专门为此目的而设计的宽阔走廊。在第二共和国，学习街已经因 1933 年的技术建筑规范而合法化。记者路易斯·贝洛发起的支持学校的善意且在许多方面完全合理的运动取消了该倡议： 1933 年和 1936 年的马德里学校建筑计划就是证明。多年后，在欧洲新潮流的影响下，1970 年的《通识教育法》提倡在新学校采用开放空间类型，但由于类似原因，该措施也失败了。