Parna Rastgo
School envi­ronmnet as a setting for unof­fi­cial lear­ning process among the city

Parna Rastgo

School envi­ron­ment as a setting for unof­fi­cial lear­ning process among the city Contem­porary cities in deve­lo­ping coun­tries are beco­ming over popu­lated, and according to this situa­tion diver­sity of faci­li­ties, urban infra­st­ruc­tures and buil­dings should be assi­gned. The setting that hosts these issues is the urban area which all groups of the society according to their needs and charac­te­ris­tics deal with it, and try to take the advan­tages of the city during their ever­yday activi­ties. Mean­while, it has been proved that the quality and variety of the activi­ties have a direct rela­tion with the physical facts of the city, so increa­sing the poten­tials of the urban area would have a bril­liant impact on individual’s cogni­tion, beha­vior and parti­ci­pa­tion in a long term period. By having an over­view on land uses and public areas, many experts high­lighted that the cities are desi­gned through the lenses of adults and with their perspec­tive, so children as a sensi­tive group among the society do not have any role. This situa­tion has led the children to be a forgotten group throughout the city. There­fore provi­ding a new form of urban space desi­gned with children’s view­point enhances their role in the society. At the same time they can be educated by a new frame work by the means of the desi­gned urban envi­ron­ment. Thus assi­gning an envi­ron­ment with diffe­rent capa­bi­li­ties can foster children’s crea­ti­vity, and encou­rages them to show more inno­va­tion in their activi­ties. The goal of this thesis is to use tech­ni­ques of crea­ti­vity and mapping in school surroun­ding as a main context that indi­vi­duals use every day in capital cities of deve­lo­ping coun­tries such as Tehran (Iran), to produce an unof­fi­cial educa­ting context for pupils at the age of 7–12. Methods such as mapping, inter­view and some work­shops with children will be use.


  • Weather the urban envi­ron­ment can take part as an educa­tional setting?
  • Explore how envi­ron­mental educa­tion would be promoted by making parti­ci­patory projects in school surroun­ding?
  • How the lear­ning process of children at age 7–12 would be affected by the urban setting?


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