**1. Introduction**

As Andreas Schleicher writes ([1], p. 26): "Contemporary education does not provide answers to all challenges, will face in the future, and simply following today's educational leaders is not enough. Some challenges are too difficult so that one country can meet them. In search of the best solutions now today, the best educators, researchers and decision-makers from around the world join forces." One of the methods of comparative research is an individual case study. The subject of such a study was the first inclusive primary school in Tel Aviv, which I had the opportunity to visit and conduct ethnopedagogical research with its teachers.

The subject of scientific analysis was the postmodern architecture of this school, seeking the answer to the question: To what extent is the model of constructivist education of children and youth with special educational needs possible thanks to new

architectural solutions. Does the change in the internal school architecture facilitate the abandonment of the class-lesson system in favor of supporting the individual development of each child while ensuring socialization? The aim of the article is therefore to draw attention to the possibility of introducing a constructivist teaching paradigm into public education, which can be achieved by changing the space and places of learning.

Representatives of social sciences have no doubt that the organization of interpersonal space in the workplace or education is an indicator of attitudes toward people. Therefore, in various parts of the world, humanistic school architecture is also developing, which is to serve the human being in it, and not just the daily performance of didactic tasks under the supervision of teachers. The development of critical philosophy and humanistic geography sensitizes us to phenomena related to the place and space of learning of the young generations. "Space matters: not because of the trivial and obvious reason that everything takes place in space, but because where events take place is inextricably linked to how they are shaped" ([2], p. 9). School, school classes, their places, and spaces are not only physical categories but also a bio-psychosocio-cultural experience of events, climate, and interpersonal and intrapsychic relations that affect the development of each person's identity. In retrospect, we read their registers from memory, trying to maintain or remove them.

The subject of ethnographic and pedagogical research will be a case study. It was important to look for an answer to the question: To what extent is it possible to organize learning places for children in primary schools differently thanks to new architectural solutions? The key for this project was to determine whether it is possible to have a school architecture that would enable individualization and socialization of education for children with special educational needs? As the Polish architect Janusz Włodarczyk wrote: "Education is too serious a matter to be left (only) to teachers, since the space surrounding us is important, the quality of which is decided by architects" ([3], p. 27) The subject of ethnographic and pedagogical research will be a case study. It was important to look for an answer to the question: To what extent is it possible to organize learning places for children in primary schools differently thanks to new architectural solutions? Do spatial architectural solutions matter for the well-being of students and teachers? Can school space as a place of teaching and social situations be treated with care by architects to make it friendly to children and their teachers?
