Language: Italian

Published: Rome, Italy: Fefè Editore, 2011

ISBN: 978-88-95988-34-4

Language: Italian

Published: Brescia, Italy: Editrice La Scuola, 2013

ISBN: 978-88-350-3326-4

Series: Maestri , 26

Abstract/Notes: O presente trabalho tem como objetivo fazer a análise das possibilidades que a arquitetura vernacular, em suas relações com materiais, espaços e inserção cultural, traz para o aprendizado dentro de uma perspectiva montessoriana. Analisando as premissas educacionais propostas pela médica Maria Montessori para um ambiente de escolas infantis, procura-se estabelecer uma relação entre o valor que é dado para o ambiente preparado para a evolução e aprendizado individual de cada aluno, com a cultura, a sustentabilidade e utilização de materiais ligados à arquitetura vernacular. Neste sentido, a partir de uma pesquisa da literatura referente à interação do indivíduo com o edifício e com a arquitetura vernacular brasileira, procurou-se identificar a relação existente entre as características do aprendizado montessoriano e os materiais e técnicas aplicados em edifícios com arquitetura ou recursos vernaculares. A partir da pesquisa é possível vislumbrar os benefícios que um incentivo de utilização de técnicas e materiais utilizados na arquitetura vernacular podem trazer em termos de potencial para promover o aprendizado, considerando as premissas montessorianas. [The present work aims to analyze the possibilities that vernacular architecture, in its relations with materials, spaces and cultural insertion, brings to learning within a Montessori perspective. Analyzing the educational premises proposed by the doctor Maria Montessori for an environment of nursery schools, we seek to establish a relationship between the value that is given to the environment prepared for the evolution and individual learning of each student, with culture, sustainability and use of materials linked to vernacular architecture. In this sense, from a literature search regarding the interaction of the individual with the building and with Brazilian vernacular architecture, we sought to identify the relationship between the characteristics of Montessori learning and the materials and techniques applied in buildings with vernacular architecture or vernacular resources. From the research it is possible to glimpse the benefits that an incentive to use techniques and materials used in vernacular architecture can bring in terms of potential to promote learning, considering the Montessori premises.]

Language: Portuguese

DOI: 10.34117/bjdv6n1-149

ISSN: 2525-8761

Language: Italian

Published: Torino, Italy: Unione Tip.-Ed. Torinese, [1958]

Abstract/Notes: The way in which Industrial Design confronts materiality and transforms it into products of use, obeys influences that are not always scientific. From its origin, artistic movements, ideologies, culture, technology and market demands, among many others, have continually modeled its epistemology and phenomenology. The Bauhaus, established a conception of Design almost a century ago but that is still valid in Latin America, even though its extreme dogmatism was the cause of its decline. In this opportunity, we review the influence of the Gothic, the Montessori pedagogy, the ideologies of the late nineteenth century, intuition and modernism, as central aspects in the original didactic and with it we have developed a simple classroom exercise, where they apply to identify the original elements that still prevail in the teaching practice of Design. These influences tend to be forgotten, but they have evolved since 1919, until decanting in the “Design Thinking” method, which, with the filters of contemporaneity, has put the own way of “thinking and doing” of the design at the disposal of other disciplines.

Language: English

DOI: 10.1016/j.tsc.2018.02.007

ISSN: 1871-1871

Abstract/Notes: This study was to examine the Montessori educational philosophy in terms of the ideological characteristics of postmodernism in an effort to shed new light on the Montessori educational programs in relation to current trends in early childhood education. The Montessori pedagogy was analyzed from the perspective of postmodernism examining the characteristics of its educational philosophy. The results of the analysis showed that there were six substantial similarities between Montessori's pedagogy and postmodernism. The first one was respect for preschoolers and preschooler-centered education and the second one was an emphasis placed on spontaneous participation by preschoolers. The third one was the recognition of diversity and differences. The fourth one was to value sociability and the fifth one was process-oriented education. The sixth one was to place importance on change and creation. Whether the Montessori educational program which follows current educational trends was properly implemented was analyzed so that significant suggestions could be made for the development of Montessori educational programs and for Montessori teacher training courses. / 본 연구는 포스트모더니즘의 사상적 특성을 통해 몬테소리 교육학을 재조명하여 시대 논리에 근 거한 몬테소리 교육에 대하여 논의하였다. 본 연구의 목적을 달성하기 위해 포스트모더니즘의 특징 과 몬테소리 교육학의 핵심내용을 바탕으로 포스트모더니즘의 관점에서 몬테소리 교육학을 살펴보 았다. 그 결과 몬테소리 교육학이 포스트모더니즘과의 상당한 유사점이 있음을 발견하였다. 첫째||| 유아존중 및 유아중심교육이다. 둘째||| 유아의 자발적 참여를 강조한 교육이다. 셋째||| 다양성과 차이 를 인정한 교육이다. 넷째||| 사회성을 중시한 교육이다. 다섯째||| 과정 지향적 교육이다. 여섯째||| 변화 와 창조를 중시한 교육이다. 따라서 본 연구는 시대적 흐름을 반영한 몬테소리 교육을 올바르게 실 천하고 있는지 되돌아보고 몬테소리 교육 프로그램 개발||| 몬테소리 교사양성과정 등에 의미 있는 시사점을 제공한다.

Language: Korean

ISSN: 1598-3277

Abstract/Notes: This thesis aims to rethink elementary public-school architecture by exploring its ability to become an influential aspect of the pedagogical process in schools. As educational paradigms have historically responded to social, political, and cultural conditions, it appears that the development of educational paradigms has moved faster than the educational buildings of the 21st century. Paradoxically, the spatial conditions of educational architecture seem to be stuck in the 19th century. Although there are notable school buildings that emerged from the 20th and 21st century that challenge a conventional school model, the existence of a gap between school architecture and pedagogical paradigms is predominant in the North American context. Beginning with an investigation of the current spatial conditions of educational architecture, specifically in North America, this thesis analyzes the relationship between school buildings and pedagogical paradigms that draw upon the history of education and its built institutions. As well, it examines the factors that prevent such correlation. Relevant building typologies were studied through orthographic drawings to create a visual comparison of school buildings from the 19th century to today. This allows us to observe the major spatial transformations that occurred between school models over time. Additionally, the analysis addresses how the social, economic, and political factors influence the relationship between the design of learning environments and the shift in educational paradigms, uncovering the principles of school designs and identifying clear discontinuities between the built forms and educational models. Undoubtedly, most of the contemporary educational buildings present in the North American context manifest spatial traditions that bear few relations to the current knowledge of the learning processes. Considering the significant role of the learning environment in the support of critical thinking, discovery, and creativity, this thesis explores this potential to overcome century-old traditions of learning through memorization and subservience to the authority of the teacher. We use the context of Markham, Ontario, in the Greater Toronto Area, to create an elementary school based on the principles seen in Montessori’s, Reggio Emilia Schools, and Lab Ecole projects, which respond to the basis of the most actual theories of children education. The designs we see today of newly constructed school buildings within the suburban context tend to be an afterthought, prioritizing budget, and fast construction rates with little to no consideration to how the built environment can aid in the learning process. As a result, the suburbs provide an ideal setting to explore how the physical environment can aid in the learning process. Ultimately, using architecture as a pedagogical tool that prompts the physical environment to inspire, stimulate, and encourage exploration and investigation of new ideas while supporting collaboration and the development of connections beyond the typical school environment.

Language: English

Published: Sudbury, Ontario, Canada, 2021

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: In questo libro si sottolinea come i fondamenti del Metodo Montessori ricolleghino il bambino alla natura attraverso pratiche educativo-didattiche, ambienti e architetture a questo scopo dedicate. Una chiave, questa, per entrare nel mondo montessoriano più evoluto all'insegna di Ecologia, Ecosostenibilità, Biofilia, Energie alternative, dove il contenuto, il contenitore e quel che lo circonda devono essere in totale sintonia con l'ambiente. Colloquio esclusivo, tra gli altri, con l'archistar olandese Herman Hertzberger, autore - insieme all'architetto italiano Marco Scarpinato - del progetto di una scuola romana unica al mondo. [This book underlines how the foundations of the Montessori Method reconnect the child to nature through educational-didactic practices, environments and architectures dedicated to this purpose. This is a key to entering the most advanced Montessori world under the banner of Ecology, Eco-sustainability, Biophilia, Alternative Energy, where the content, the container and what surrounds it must be in total harmony with the environment. Exclusive conversation, among others, with the Dutch archistar Herman Hertzberger, author - together with the Italian architect Marco Scarpinato - of the project for a unique Roman school in the world.]

Language: Italian

Published: Roma, Italy: Fefè Editore, 2021

ISBN: 978-88-949472-9-8

Series: Pagine vere , 49