The City as a Center of Learning

The is an ethnically, spiritually, economically, geographically, technically diverse and dynamic entity. Its museums and art galleries, churches and synagogues, symphonies and rock combos, laboratories and research facilities, markets and restaurants, factories and processing plants, mass media and other educational facilities, families and loved ones, neighborhoods and parks, energy and transportation resources-all of these draw people like a powerful magnet. Though we may utilize only a few of these resources for a regular, personal and social diet, most of us would hardly consider a job offer or work opportunity that was not near a city. In this article we will: 1. Describe our experiences and thoughts concerning the city as a center of learning, stressing the use of urban materials and resources, rather than titles of courses, or the merely formal organization of the institution or curriculum in which the learning takes place. 2. Describe, specifically, the manner in which the subject matter of the school, even the traditional or rural style subject matter, may be selected, organized and focused on the city and urban life. 3. Describe how school subject matter may be derived which is specifically urban. 4. Suggest ways in which the school may move out, through its narrow physical doorways, and utilize the city as a locus of learning. 5. Discuss several media of education which seem central to urban education. These media will be illustrated as they are used in five different educational models in Chicago, but which would be available in all large metropolitan areas. The media and the models are not, we feel certain, the only ones available for study and emulation. However, we feel confident that they are something special

Center (category theory) · Geography · Mathematics education · Education and Technology Integration · Library Science and Administration · Psychology

• The Theory of Transportation

  T C Farrer, Charles H Cooley•The Economic Journal•1895

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