Abstract/Notes: Esta investigación tuvo como propósito comprender la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica de Salamina, Caldas. Para tal propósito se tuvo en cuenta como fuente principal de información los estudiantes activos de la institución. El camino investigativo a tener en cuenta fue el enfoque de la complementariedad (Murcia y Jaramillo 2008; Murcia (2020) dada la complejidad del fenómeno a estudiar y la posibilidad que presenta el enfoque, al valerse de los métodos necesarios con el máximo propósito de atender ¿Cuál es la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica?. Se complementaron los métodos fenomenológico social (Schutz, 2003) acudiendo a los motivos por y para, que permitió dar razón de la dinámica de los imaginarios sociales; la teoría fundamentada (Strauss y Corbin, 2002) para soportar algunos aspectos del análisis de información, como la comparación constante entre categorías y el procesamiento desde la codificación simple, axial y selectiva; desde la teoría del discurso de Wodak y Meyer, 2003, Iñaquez(2006) y los modelos de análisis realizados por Murcia (2010), se consideró la función referencial, expresiva y pragmática del discurso para recoger y procesar e interpretar la información, en consideración a que ellas representan una opción para el acceso a las formas de ser/hacer, decir/representar, que constituyen las bases donde tienen presencia los imaginarios sociales (Murcia, 2010). Finalmente, en síntesis, la movilidad de las coordenadas sociales definidas como centrales, muestra que hay una movilidad importante en la forma de asumir las acciones e interacciones respecto de los coflictos y la paz en la comunidad estudiada. Si bien, se evidencia que la forma hegemónica de transformar los conflictos han sido acciones mediadas por formas violentas ancladas quizá en las viejas prácticas sociales, estas no generan la tranquilidad de un buen arreglo, que podría catalogarse como un estado de paz interna, sino que por el contrario, generan tristeza, enojo e inseguridad, aspectos que definitivamente proyectan otras formas novedosas de transformar los conflictos como: evitar las confrontaciones, buscar un intermediario para que ayude a dinamizarlos, acudir al diálogo, a la reflexión antes de generar una respuesta agresiva. Lo anterior refleja la orientación siempre dinámica de unos imaginarios radical-instituyentes, orientados a trasformar el conflicto hacia arreglos concertados, en los cuales se generen oportunidades pacíficas de cambio, que asuman el re-conocimiento, el perdón como posibilidad, esto, en consideración a que estas formas radicales de transformación, traen consigo tranquilidad y felicidad; aspectos centrales en la consideración básica de la práctica social como expresión de la humanidad (Murcia, Jaimes y Gómez, 2016). / The purpose of this research was to understand the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica de Salamina, Caldas. For this purpose, the active students of the institution were taken into account as the main source of information. The investigative path to take into account was the complementarity approach (Murcia and Jaramillo 2008; Murcia (2020) given the complexity of the phenomenon to be studied and the possibility that the approach presents, by using the necessary methods with the maximum purpose of attending What is the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica?. The social phenomenological methods (Schutz, 2003) were complemented by resorting to the reasons for and for, which allowed us to explain the dynamics of social imaginaries; grounded theory (Strauss & Corbin, 2002) to support some aspects of information analysis, such as the constant comparison between categories and processing from simple, axial and selective coding; from Wodak's theory of discourse and Meyer, 2003, Iñaquez (2006) and the analysis models carried out by Murcia (2010), the referential, expressive and pragmatic function of the discourse was considered to collect, process and interpret information, considering that they represent an option for access to ways of being/doing, saying/representing, which constitute the bases where social imaginaries are present (Murcia, 2010). Finally, in summary, the mobility of the social coordinates defined as central shows that there is an important mobility in the way of assuming actions and interactions regarding conflicts and peace in the studied community. Although it is evident that the hegemonic way of transforming conflicts has been actions mediated by violent forms perhaps anchored in old social practices, these do not generate the tranquility of a good settlement, which could be classified as a state of internal peace, but instead On the contrary, they generate sadness, anger and insecurity, aspects that definitely project other novel ways of transforming conflicts such as: avoiding confrontations, looking for an intermediary to help energize them, resorting to dialogue, to reflection before generating an aggressive response. The foregoing reflects the always dynamic orientation of some radical-instituting imaginaries, aimed at transforming the conflict towards concerted arrangements, in which peaceful opportunities for change are generated, which assume recognition, forgiveness as a possibility, this, in consideration of that these radical forms of transformation bring tranquility and happiness; central aspects in the basic consideration of social practice as an expression of humanity (Murcia, Jaimes and Gómez, 2016).

Language: Spanish

Published: Manizales, Colombia, 2023

Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]

Language: French

Published: Rennes, France: Presses Universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.

Language: English

ISSN: 2587-0017

Abstract/Notes: TAVET programs are run by the government, which will be opportunity for development and preparing workforce expected for the financial inspire of this country. Objectives of this study were to analyze the role of email management, online research, social media management and online collaboration on learners’ skills development and to recommend appropriate for skill development in technical and vocational institutes. Researcher carried out study on “Role of Email Management, Online Research, Social Media Management and Online Collaboration in Learners’ Skills Development in TAVET”. Use and effectiveness of ICT is also equally important in TAVET. Study was survey type and descriptive in nature. Quantitative technique was adopted. Population of the study comprised all instructors and students of TAVET in Sadiqabad. After carrying out research all the teachers and students have agreed on the use and need of ICT facilities in TAVET. Study recommended that use of ICT may be increased in TAVET and teaching staff may be trained and ICT facilities may be provided in TAVET.

Language: English

DOI: 10.47205/plhr.2023(7-III)10

ISSN: 2708-6461, 2708-6453

Abstract/Notes: The purpose of the study was to determine if consistent and purposeful Grace and Courtesy lessons would result in a decrease in student conflicts and disruptive behaviors. The study was conducted in a private Montessori school in Metropolitan NYC. The subjects were 21 Early Childhood (ages 3 to 6) students. Sources of data included a checklist of Grace and Courtesy lessons, a Zone Map to document places of conflicts/disturbances, and a Redirection/Incident journal documenting redirections and incidents by child, and the lessons given them. The conclusion was that there was not enough time to fully develop what is now understood to be a lengthy and intensive research study. The presence of “outlier” students also detracted from the message the lessons were providing. I will continue to deliver the Grace and Courtesy lessons as planned, and will reapply the same processes at the commencement of the next school year.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Published: Madison, Wisconsin: University of Wisconsin Press, 2021

Edition: 1st edition

ISBN: 978-0-299-33310-2

Series: George L. Mosse Series in the History of European Culture, Sexuality, and Ideas

Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)

Language: English

Published: Orlando, Florida: Comparative and International Education Society, Mar 2002

Language: English

Abstract/Notes: One of the fundamental social problems in America is how to create racially diverse schools. While policy makers are slow to fix underlying housing segregation or return to busing, creating racial diversity through school choice is widely popular across the political spectrum. How can school choice create more racial and socioeconomic diversity, instead of increasing segregation?

Language: English

Published: New Haven, Connecticut, 2016

Abstract/Notes: This action research explores conflicts among preschoolers and strategies for teachers to develop children’s social problem-solving abilities, such as teaching the steps of conflict resolution. Research was conducted in a Montessori preschool setting with children ages 2.5 to 5 years of age. Data was collected on the number of conflicts, types of conflicts, how conflicts were resolved (independently or with teacher assistance), and types of solutions implemented by students. Methods used to collect data included observation, group discussions, and student journals. Results indicated when the steps of conflict resolution were taught to preschool children, the number of conflicts resolved without teacher intervention increased, the frequency students sought teacher guidance to solve conflicts decreased, and the number of journal responses that included positive independent solutions to problems increased. Findings reveal that conflict resolution skills can be successfully taught in preschool settings. Further research is needed to determine additional strategies to strengthen children’s problem solving abilities with certain prevalent conflicts, such as sharing materials, and the effects of environment factors on conflicts, such as class size.

Language: English

Published: St. Paul, Minnesota, 2015