艾斯纳描述了其中的一个教训，大多数学校的房间都被设计成走廊的小隔间，并有一种消毒的质量。他们的重复性和单调性与一些医院和工厂一样。他们所说的效率超过了他们的舒适程度。大部分的家具都是为了便于维护而设计的，很不舒服，而且在视觉上是无菌的。这里的重点并不是要惩罚学校的建筑师，而是要指出我们所建的建筑至少有两件事:他们表达了我们珍惜的价值观，一旦建立起来，他们就会强化这些价值观。学校是教育的教堂，我们的神，从我们建造的祭坛来看，是经济和效率。几乎没有对圣灵点头。许多有爱心的老师会抵制这种枯燥无味的环境，觉得和学生一样不舒服。这些教师尽其所能创造一个有吸引力的环境。他们尽其所能将教室和师生关系个人化。他们这样做的原因是，尽管有不断出现的铃声，触发了从一个班级到另一个班级的自动运动，就像巴甫洛夫的狗的流口水一样。尽管这些教师的努力，这种地方学校对教师和学生的行为都有很大的影响。
澳洲珀斯论文代写:艾斯纳教训
Eisner describes one of those lessons where most school rooms are designed as cubicles along corridors and have a kind of antiseptic quality to them. They tend to be repetitive and monotonous in the same way that some hospitals and factories are. They speak of efficiency more than they do of comfort. Most of the furniture is designed for easy maintenance, is uncomfortable, and is visually sterile. The point here is not so much to chastise school architects but to point out that the buildings that we build do at least two things: they express the values we cherish, and, once built, they reinforce those values. Schools are educational churches, and our gods, judging from the altars we build, are economy and efficiency. Hardly a nod is given to the spirit.Many caring teachers resist this sterile, impersonal environment, finding it as uncomfortable as do the students. These teachers do what they can to create an appealing environment. They do what they can to personalize their classrooms and their relationships with students. They do this in spite of the ever-present bells that trigger automatic movement from one class to the other much like the salivating of Pavlov's dogs. Despite the efforts of these teachers, the kind of place school is heavily influences the behavior of both teacher and student.
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