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The article introduces the content of this monographic. First, it analizes the main perspectives to study the topic of human being-environment relations; secondly, it describes the elements of architectonic objects and their relationship with socialization and education. Third, it proposes the educational utility of observing the whole environment with all their objects. And lastly, it presents the rest of articles included in the monographic.   Key words: architecture, human being-environment relations, education, socialization

The objective of this article is to analyse the relations between architecture and education from a dialogical perspective. The basic concept from this perspective is the chronotopic structure of cultural objects in general and of architectural objects in particular, developed by the Russian anthropologue and linguistic thinker Mijail Bajtin. Architecture is then a sociophysical cultural structure and education a very important way of modelization of these sociophysical structures throughout the mental and personal development.     Key

The article analyzes the concept of vital domain, as a frame of reference for an evolutionary study of the concept of housing among humans. Two formats of operating mental functions are differentiated: technical practical intelligence and social practical intelligence. Both are analyzed in animal and human contexts. From this analysis the semantics of the human housing are studied, justifying that the practices of coexistence in this space contribute to the construction of the human subject.   Key words: Vital domain, housing, house, coexistence,

We are used to interpret the education as a phenomenon which happens in the individual, produced and explained in terms of interpersonal relations by means of words, relegating the space to a secondary place. The approach of the authors, however, is that spaces become protagonist of the educational process. This perspective is conceptually and methodologically justified in this article and the basic principles of the Pedagogy of the spaces are also presented in the text. It is not the purpose of the authors to delimitate territories or spaces with

This research is based on the thesis that exists a close relationship between the location and internal layout of space given over to any specific school activity and the nature, importance and conception of each. In brief, this article applies this general thesis to a specific school space (the principal's office) and a certain type of school (the graded one). Bearing in mind the relationships that likewise exists between the genesis and the diffusion of the graded school in Spain throughout the XXth century, and the genesis and consolidation of

This paper deals with the surroundings of the school, which are described as the outside space of the school institution but closely related to the children's experiences due to their role of schoolchildren. Its aim is not the ethnographic description of what happens in those surroundings, but to take those events into account in order to reflect on their importance in relation to the different conceptions of what schools are and must be. The paper has two different parts, preceded by an introduction and followed by an epilogue. At the first part,