Effect of primary school architectural buildings on education during compulsory education period

This study has been made with the intent of investigating the impact of the architectural structure on the educational concepts in the compulsory education era after the 16th century. In the course of renaissance, Europe found an opportunity to discuss the social order on many issues which had recently started to form. And one of the subjects of these discussions was education. The discussions which began with renaissance popularized the idea of spreading education to the public. And age of enlightenment began by the 18th century, as the wisdom was started to be seen as the most important factor that determine the lives of humans. The education developed according to the enlightenment concept in this era. For Turkey, the compulsory education had begun by last days of Ottoman. The efforts of spreading education to public also proceeded in Republic of Turkey period which was established later. The architectural concept of the modern republic were austere buildings. The first structures which these buildings were applied were public buildings such as schools and hospitals. When constructing buildings, no detail of the building is missed out. Down to the arrangement of furniture, the discipline influences everything. Phases began to take shape where systemic environments concept developed for schools. Environments arranged with a systemic concept has created an important transition for primary schools. The theoretical researches and interviews I did afterwards made it possible for me to come through with some results in regard to this study. In the context of architectural structure – body relation, I reached to the fruition that schools giving education at historical buildings, despite some physical in competencies, are more successful at bringing historical awareness and creating aesthetic taste compared to the schools giving education in buildings constructed recently. And in the context of architectural structure - society relations, I observed that schools sometimes interact with their environment and create a different social educational environment. In the context of architectural structure – society relations; it has been stated by most of the interviewers that educational environments in the neighborhood could be important. It has been determined that living spaces are both learning environments for children and environments that improve the sense of security arising from the fact that they could easily reach to their families. Key Words: Compulsory Education, Disciplinary Concept, Ottoman Empire, Social Processes, prototype schools, panopticon.