ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in this book. The book explains the experiential relation between child and place that contributes to the cultivation of a sense of responsibility for his lived environment and the development of his cognitive processes. It reflects on the qualities of a built school environment that shifts the focus from child-centred to relational-centred education, aiming at an educational framework that is morally committed, democratic and participative in its operation, cooperative, articulating the intrapsychic with the interpsychic through emotional experience. Some educationists think that in childhood physical expressivity is not boxed up in bipolar forms of effective reflective action but wanders and fluctuates with a disposition to adventure and discovery. Building constantly on the fluid boundary between himself and the other, the child appropriates the world around him, inscribing and interweaving his voice into the multiplicity, going beyond mere compliance with specific educational practices.
