Semiotics

Signifying the Transition from Modern to Post-Modern Schooling... 19

Figure 6. The floor plan of a typical classroom.

In this floor-plan one could discern a front-back polarization. The front part which is
culturally more highly valued is comprised of the teacher desk as well as the chalkboard. Both
these two elements signify school knowledge. The positioning of these two elements in the
front of the classroom and separated from the space occupied by the seated students signifies
a condition according to which school knowledge is something valuable that students have to
cross a gap (an intellectual gap which is signified by a spatial gap) for acquiring it.
In contrast opposition with this practice of modern schooling, post-modern schooling
blurs the boundaries by eliminating single focal points and de-semiotizing school space. In
this way, the material arrangements in post-modern schooling tend to be more isotropic.
For example the floor plan of Figure 7 represents a multi-centered classroom which tends
to construct less clear cut demarcations between school knowledge and students. In this case,
if students need to work with more materials than fit on their desks, or with shared materials,
centers are a good option. One can set up the various centers around the periphery of the room
while allowing space for students to get back to their desks if necessary. In this model, the
students should be able to complete the center activities mostly on their own, while the
teacher circulates to trouble-shoot and observe. Therefore, in this classroom school
knowledge materially symbolized by the various centers, teacher‘s desk as well as the two
reading tables seems less distanced from students as learners. Classroom ―front‖ is
deemphasized (removing the lectern, for example) to create open, discussion-friendly space.
Choice and placement of furniture allows students to see and hear each other.