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Empirical research with secondary students analyzes perceptions of architecture and environment to inform educational programs across all levels.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Čerkez1  \n• If we consider the role of education and its implications in the formation of a critical and conscious user of architecture, it is obvious that the development of educational strategies related to the sustainable development of our common space and environment becomes fundamental. Among the objectivesofarteducation, we should consider our commitment with authentic and actual problems in our societies. One of them is the awareness of the characteristics of the built environment. Our cities are, in fact, the results of time-space plasters that function as units of spatial experiences in everyday life. The oldest buildings are iconic points of reference, and their simple presence produces a collection of unique meanings to the collective memory of a culture. Their demolition would in many cases injure the cities’ images and memory. The main question is how to develop programs at all educational levels to promote critical and responsible attitudes towards the common environment covering all the aspects that shape the concepts of sustainable spatial development. However, it is not possible to create strategies without proper information about the views of the students. The collection and analysis of this views is the main theme of the paper. It is supported by an empirical research on the image of architecture and the environment, held among secondary school students. The research is based on the idea that one of the most efficient critical attitudes towards the world would be to develop an unconditional connection of art work with »everyday life conditions« to promote the education of critical and responsible »perceivers« of the environment.  \nKeywords: Architecture, Spatial perception, Sustainable development, The role of art education, Educational strategies  \n1 Faculty of Education, University of Ljubljana beatriz.tomsic@pef.uni-lj.si  \nLikovna vzgoja: med prostorskim trajnostnim razvojemin podobo arhitekture  \nBeatriz Gabriela Tomšič Čerkez  \n• Razvijanje vzgojno-izobraževalnih strategij, povezanih s trajnostnim razvojem, na področju prostora in okolja je pomembno, ko je oblikovanje kritičnega in zavednega uporabnika arhitekture ena izmed nalog vzgojno-izobraževalnega procesa. Eden izmed ciljev likovne vzgojemora biti tudi prepoznavanje aktualnih in avtentičnih problemov našedružbe. Med njimi je tudi ozaveščenost o značilnostih naše grajeneokolice. Dejansko so naša mesta rezultat časovno-prostorskih nanosov, ki funkcionirajo kot enote vsakodnevne izkušnje okolja. Najstarejšestavbe so znamenite, pomembne točke, ki soustvarjajo edinstveno podobo kolektivnega spomina posamezne kulture. Njihova rušitev bi vveliko primerih prizadela podobo in kulturo mesta. Osrednje vprašanjeje, kako razviti programe na vseh stopnjah izobraževanja, s katerimibi promovirali kritično in odgovorno ravnanje do okolja ter zajeli vsevidike, ki oblikujejo koncept trajnostnega okoljskega razvoja. Vsekakor pa teh strategij ne moremo oblikovati, če nimamo primernih informacij  \no mnenjih študentov. V prispevku so ta mnenja zbrana in predstavljena. Raziskava o arhitekturnih in okoljskih predstavah je bila izvedena medsrednješolskimi dijaki. Ideja raziskave je, da bi bila ena najučinkovitejših kritičnih drž v razmerju do sveta, da razvijemo brezpogojno povezavoumetniškega dela z vsakodnevnimi življenjskimi pogoji, s čimer bi spodbudili vzgojo in izobraževanje kritičnih in odgovornih »uporabnikov« okolja.  \nKljučne besede: arhitektura, zaznavanje okolja, trajnostni razvoj, vlogalikovne vzgoje, vzgojno-izobraževalne strategije  \nIntroduction  \nEquilibrium understood as a balanced state of »being« is a fundamental conceptual support when dialectical pairs such as »global/local«, »own/foreign« or »tradition/innovation« are involved in the discourse and practice of architecture. It is intriguing that these processes do not affect other f","cbCaioOg0rYGUtub","https://ap.wps.com/l/cbCaioOg0rYGUtub","pdf",625944,18,"English","# Introduction\n## Education and the critical user of architecture\n## Sustainable development and spatial equilibrium\n## Research focus and student perceptions","[{\"question\":\"Why is art education considered important for developing a critical user of architecture?\",\"answer\":\"The text links education with forming a critical and conscious user by connecting educational strategies to sustainable development of shared space and environment.\"},{\"question\":\"What does sustainable development mean in this paper’s context?\",\"answer\":\"Sustainable development is presented as a pattern of resource use that meets human needs while preserving the built and natural environment for both present and future generations.\"},{\"question\":\"What is the main purpose of the research described?\",\"answer\":\"The study collects and analyzes students’ views on the image of architecture and the environment, based on empirical research with secondary school students.\"}]","Visual Art Education - Between Spatial Sustainable Development and the Image of Architecture | PDF",1792087781,45]