Abstract/Notes: The case considered in this chapter is that of the Little Commonwealth, an innovative institution for delinquent and troubled youth that was established in Dorset in England in 1913. It was characterised by a form of self-government in which the inmates, or “citizens”, as they were referred to, enacted their own laws, executed them and punished offenders. It was also characterised by a commitment to the redeeming power of labour and by its adaptation of an approach developed in the United States, which drew upon elements of practice that first emerged in Europe. A brief account of the organization’s genesis is provided together with the career of its superintendent, Homer Lane. The social organization of the Little Commonwealth is then outlined along with a narrative account of its demise. Trying to capture the organizational culture of the Little Commonwealth is difficult, as the sources concentrate only on Lane and one of his colleagues. Given the commitment to self-government, it is ironic that the voices of the citizens are rarely heard and their perception of the organization is almost entirely absent. The second part of the chapter consists of a neo-Weberian argument for perceiving the Little Commonwealth as an organization dominated by paternalistic charismatic authority. As such it was likely to find organizational learning difficult and, on probabilistic grounds, it was more likely to disappear than survive. Probabilities aside, the traces of the Little Commonwealth that survived are mapped and some grounds are adduced for the reasons why Lane remains a potent symbol of a child-centred innovation in a hostile environment.

Language: English

Published: Wiesbaden, Germany: VS Verlag für Sozialwissenschaften, 2008

ISBN: 978-3-531-91125-0

Series: Organisation und Pädagogik , 5

Abstract/Notes: In lyrical prose, Jim Webster lays out his view on the universal human use of tools and how "humans meet the practical demands of life." Webster lauds physical work and the work of the hand as they both support engagement, social cooperation, a deepening of relationships, and sustainability. Practical work is valuable and is plentiful as it generates reciprocal community, dignity, self-awareness, and provides opportunity by giving comfort, refining skills, expressing creative insight, and imparting a sense of gratitude. [This article is based on the talk presented at the NAMTA adolescent workshop titled "From Childhood to Adolescence: Keys, Disciplines, Social Organization, and Life-Long Impact," at the AMI/USA Refresher Course, Houston, TX, Feb 14-17, 2014.]

Language: English

ISSN: 1522-9734

Language: English

Published: New York: American Montessori Society, 1970

Language: Spanish

DOI: 10.19053/01227238.12891

ISSN: 2256-5248

Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio).

Language: English

Abstract/Notes: Transgressions are innovative and creative activities. They allow people to go beyond the limits of their current functioning, thus gaining new areas of activity or creating new values. Motivation specific to transgression is hubristic motivation. The article analyzes the biographical experiences of outstanding pedagogues. – Maria Montessori and Janusz Korczak. Maria Montessori – Italian physician, education system creator and Montessori pedagogy based on the needs of the child. Transcendental biography of Janusz Korczak – doctor, pedagogue, writer, journalist, visionary. Biographies contain different spaces of transgressive activities: personal, professional, social, creative, literary. They concern the concept of education, methods of pedagogical work with the child. The accomplishments of outstanding pedagogues include immutable values.

Language: Polish

DOI: 10.16926/pe.2017.10.02

ISSN: 2081-2264

Language: English

ISSN: 0951-497X

Abstract/Notes: Artykuł stanowi sprawozdanie z badania jakościowo – biograficznego zrealizowanego wśród dwóch grup uczestników biorących udział w kursach Montessori. Podstawowym celem badania była analiza znaczeń nadawanych zmianie. Pytanie badawcze sformułowano następująco: Jak uczestnicy kursu Montessori (6-12) tematyzują swój proces transformacji?  Artykuł podejmuje kwestię zmiany edukacyjnej w kontekście wiedzy milczącej oraz teorii osobistych a następnie opisuje procedurę gromadzenia i analizy danych z dwudziestu pięciu pogłębionych, jakościowych wywiadów indywidualnych, które następnie poddano analizie zgodnie z opisanymi przez Kvale siedmioma krokami. W rezultacie analiz udało się zidentyfikować i opisać dwie główne kategorie: radykalną transformację oraz korektę biograficzną. W końcowej części artykułu autor, w kontekście zebranego materiału zwraca uwagę na ograniczone możliwości narzucania zmiany w edukacji i – podążając za głosami uczestników badania rekomenduje pożądane warunki do zaistnienia potencjalnych zmian: tworzenie nauczycielom warunków wolności do podejmowania decyzji i tworzenia autorskich rozwiązań dydaktycznych, demokratyzacja sfery związanej z edukacją oraz wspieranie poczucia godności wśród nauczycieli.

Language: English

DOI: 10.35765/eetp.2023.1868.05

ISSN: 2353-7787

Language: Japanese

ISSN: 1346-1389

Language: English