**4. Conclusion**

The article focuses on place and space as a factor determining the constructivist approach to the process of education and upbringing of children in the example of the first inclusive school in Israel. In such a space, normative didactics can be combined, because children have religion lessons during which they learn about the "Holy Bible" (Tanakh, the Hebrew Bible, the Christian Bible, or the Koran), but above all, classes in the constructivist didactics paradigm. Therefore, special emphasis is placed on students' activation, independence, creativity, cognitive, social, and interactive competences. In preparing children to live in a global, virtual society, in conditions of risk, uncertainty and threats.

"Space is, on the one hand, an all-encompassing phenomenon related to the existence of the universe, on the other hand, it is elusive and invisible. So it is both fundamental and irrelevant at the same time. We can only see space through the objects in it, so it is both material and imaginary at the same time." ([16], p. 7). According to the American geographer Edward Soja, there is no single space in the world, but it is not only dichotomous either. A synthesis of two spaces emerges—thirdspace, which is built on the firstspace experienced by man, i.e., the material, physical environment, which is an empirically knowable, measurable basis for social relations, and secondspace, which is imagining it on the basis of subjective knowledge about space. and the relations taking place in it (ibid., p. 26). Space creates us, but we can also be its constructors, so it is worth considering to what extent the change of space and the participation of all educational entities in it can be conducive to learning. The exploration of the knowledge space has taken on a whole new dimension thanks to virtual databases, computing clouds, but also artificial intelligence and system technological *The Didactic Significance of the Postmodern Architecture of the First Inclusive Primary School… DOI: http://dx.doi.org/10.5772/intechopen.114037*

solutions, e.g., 3D printing. School architecture should free itself from the totalitarian ideology that is inscribed in the walls of school buildings unless it has not become outdated yet and its form must be conducive to the reproduction of ideas contrary to education in a democratic society.

A new culture of flexible learning is necessary, in groups of students diversified by age and gender, and at the same time providing them with opportunities to master independent learning skills. You can replace classrooms with three different learning spaces, namely:


Education in the twenty-first century requires not so much a new grammar of school, but a new space in which the educational process will be dynamic, open, and not static and closed. Not only in times of economic and pandemic crisis, but due to the development of technology in the world of communication, economy, management, also in education, schools need more self-organization, self-determination, supporting the internal motivation of students and teachers, strengthening selfdiscipline and personal creativity and commitment, participation. The school (for) the future requires a radical revolution here and now to create a new organizational and teaching culture, and this will be possible thanks to the new school architecture.
