Abstract/Notes: The main thesis deals with the educational theories of Rudolf Steiner. These theories are dealt with in Parts III to VIII of the thesis. Before this, in Part 1, there occurs a brief description of the background and life of Steiner; and, in Part II, a,, philosophical discussion of the basic tenets and assumptions upon which Steiner's educational theories rest. The areas dealt with in Parts III to VIII are divided into three. The first is an exposition of Steiner's ideas; the second is a comparison and appraisal of Steiner's theories with other educationalists; the third is an examination and evaluation of some of the concepts which are fundamental to Steiner's theories. The first of these areas i. e. the exposition of Steiner's ideas, is subdivided into three: his views on the nature of the child and the'way in which the child grows and develops; methodologies of teaching; and content and curriculum. An exposition of Steiner's theories on the nature of the child and its development occurs in Part III. - This is followed, in Part IV, by an evaluation of his theories by comparing them with other educationaliits. In Part V an examination of Steiner's theories on methodologies of teaching, by considering his views of "The Temperaments", occurs; - reference and comparisons to other educationalists are made in the same section. In. Part VI descriptions of the Waldorf curriculum are given and this is followed by an evaluation at the end of the section. The evaluation examines 'a number of concepts upon which the Waldorf curriculum has bpen formulated in the context of modern day curriculum objectives, design and learning experiences. In Part VII a brief historical perspective : is obtained of Steiner's theories by comparing his views with those of Plato, Rousseau and Montessori. This perspective is placed in a modern day context in Part VIII, and is obtained by an examination of many of the concepts fundamental to Steiner's theories. This includes a detailed critique of two of the main assumptions upon which Steiner's theories of education rest; an examination of the relationship of the individual to society in an educational context; and a discussion of the nature and aims of the educational process.

Language: English

Published: Bradford, England, 1978

Abstract/Notes: This dissertation was a comparative study from the perspectives of history and philosophy of the educational theories of John Amos Comenius, Friedrich Froebel, and Maria Montessori. The purpose of this dissertation was: 1 - to determine whether or not there were parallel ideas in the educational theories of Comenius, Froebel, and Montessori; 2 - to show to what extent these ideas were actually similar or divergent; and 3 - to consider the additional question of whether or not Froebel and Montessori recognized their theories as part of a sequence of thought originating with Comenius. Using the extant published works of the three educators, descriptions were given of their educational theories in relation to the following topics: the position and principles of methodology; the role of sense realism and the changes in emphasis each educator made in the use of the sense realist concepts of teaching; the role of the religious point of view; the manner of teaching moral values; the role of intellectual and social influences of their respective historical periods in the formation of their educational theories; and the insights of the three educators which can be considered important in the educational world of the latter half of the twentieth century. These descriptions were followed by comparisons of the similarities and differences of the three educators in relation to the above-mentioned topics. The conclusions of the dissertation were the following: 1 - There were parallel ideas present in the educational theories of the three educators. The Comenian concepts and educational emphases which seemed to find restatement most often in the works of Froebel and Montessori were the belief in the importance and the necessity of the use of the correct method of teaching; the theory that if the correct method were used, anything could be taught to nearly anyone; the basic position of the concepts of sense realism in the teaching methodology; and the supreme importance of a definite religious perspective as the groundwork and frame of reference for the whole educational system. 2 - There appeared to be no recognition of influence of the work of Comenius by Froebel and Montessori. In relation to Froebel's gifts or didactic apparatus and his principle of self-activity, there appeared to be a slight recognition of influence by Montessori in the creation of her didactic material and the formulation of her principle of spontaneous activity in a carefully prepared environment. 3 - Concerning the insights of the three educators which may be considered important for education in this century, Comenius was cited for his outstanding ability to systematize knowledge, his championship of the humanitarian ideal of freedom, and his pansophic ideal of universal knowledge through a universal college system with uniform textbooks in a universal auxiliary language. The study of Froebel's work can provide more insights into the educational possibilities of the preschool age child obtained through self-activity. The study of the work of Montessori provides help in the greater educational use of the period of postnatal infancy, and the greater application of the disciplines of anthropology, physiology, and psychology to education. Montessori's work can also prove to be significant in the search for more effective means of education for the culturally deprived child. All three educators seemed to possess an ability to synthesize - to see things in their whole relationships. Specifically they applied this insight to means of educating all facets of human personality.

Language: English

Published: Denver, Colorado, 1970

Abstract/Notes: An unrivalled introduction to the pioneers of educational theory that you won't be able to get through your studies without. This must-have book includes profiles on Vygotsky, Steiner, Montessori and Froebel, as well as 24 other theorists

Language: English

Published: London, England: Andrews, 2012

ISBN: 978-1-904575-09-2 978-1-907241-53-6 1-904575-09-9 1-907241-53-1

Series: How Children Learn Series

Language: Korean

ISSN: 1226-2722

Abstract/Notes: The article explores the educational value that Ellen Key (1849-1926), Rudolf Steiner (1861-1925) and Maria Montessori (1870-1952) attributed to children's stories. In the late nineteenth and early twentieth century these three important authors contributed to the renewal of the educational theories and practices. They dedicated a part of their pedagogical reflections to the educational meanings of children's stories; consider, e.g., the many pages of Ellen Key on children's literature, the recommendations of Rudolf Steiner on the educational relevance of fairy tales and mythology or, finally, Maria Montessori's reflections on fairy tales. The article examines these ideas from a historical and pedagogical point of view.

Language: English

DOI: 10.6092/issn.1970-2221/6374

ISSN: 1970-2221

Language: English

Language: English

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.

Language: English

ISSN: 2277-7377

Abstract/Notes: Women play a key role in construction a nation and every country is being recognized for the power of womens empowerment. It is afundamental element for any nation. Promoting education among women helps them understand their individuality to refrain from any exploitation. There is a great need for womens education to bring the human civilization to the roots of advancement and to attain the progressive development of the society. Women have contributed significantly to the organization of education system in different countries at different time. With the help of the present study the researcher tries to discuss the current status of women education in India and outside India and also discuss the contribution of women in the field of education in India and outside India.

Language: English

ISSN: 2583-1062