Abstract/Notes: This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.

Language: English

DOI: 10.1111/1467-9752.12134

ISSN: 1467-9752

Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Language: German

Published: Frankfurt am Main, Germany: P. Lang, 1994

ISBN: 978-3-631-47463-1

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 43

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

Abstract/Notes: The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children’s well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children’s free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children’s physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children’s possibilities for functional play may be beneficial form a health promotion standpoint.

Language: English

DOI: 10.1080/03004430.2019.1651305

ISSN: 0300-4430, 1476-8275

Abstract/Notes: The diploma thesis is focused on finding the motivational structure for physical aktivity of a specific group of children from a selected private primary school. These students are attending first through ninth grade, therefore attending both lower primary and upper primary school. Based on their classes, they have been divided into three examined groups. The first group consists of pupils of younger school age, pupils of the first through third grade, the second group consists of pupils of middle school age, which includes pupils of the fourth to sixth grade and the last third group consists of pupils of older school age, which corresponds age of pupils in the seventh to ninth year of compulsory school attendance. Due to my pedagogical work as a teacher at this school, the pupils were deliberately chosen from the Private Primary School and Kindergarten Viva Bambini s.r.o. based in České Budějovice. This school teaches according to the principles of an Italian doctor, anthropologist, and pedagogue Maria Montessori. The aim of the diploma thesis is, by processing statistical data from a questionnaire survey submitted to both school students and their legal guardians (parents), to determine the motivational factors that lead them to physical activity. From their answers, I find out what influence... / Diplomová práce je zaměřena na zjištění motivační struktury k pohybové aktivitě specifické skupiny dětí z vybrané soukromé základní školy. Jedná se o žáky docházející na první i druhý stupeň, tedy žáky první až deváté třídy, kteří jsou rozděleni podle tří věkových kategorií do třech zkoumaných skupin. První skupinu tvoří žáci mladšího školního věku, tedy žáci první až třetí třídy, druhá skupina se skládá z žáků středního školního věku, kam spadají žáci čtvrté až šesté třídy a poslední třetí skupinu tvoří žáci staršího školního věku, která odpovídá věku žáků v sedmém až devátém ročníku povinné školní docházky. Žáci jsou, vzhledem k mému pedagogickému působení coby pedagoga na této škole, záměrně vybráni, a to z důvodu dobré dostupnosti ze Soukromé základní školy a mateřské školy Viva Bambini s. r. o. se sídlem v Českých Budějovicích. Tato škola vyučuje dle zásad a principů italské lékařky, antropoložky a pedagožky Marie Montessori. Cílem diplomové práce je, pomocí zpracování statistických dat z dotazníkového šetření, předloženého jak žákům školy, tak i jejich zákonným zástupcům (rodičům), zjistit motivační faktory, které je vedou k pohybové aktivitě. Z jejich odpovědí zjišťuji, jaký vliv k pohybové aktivitě u těchto dětí mají motivační faktory, které na ně působí ze strany rodiny, kamarádů ale také...

Language: Czech

Published: Prague, Czechia, 2022

Language: English

Published: Santa Rosa, California: Parent Child Press, 2019

ISBN: 978-0-939195-62-6 978-0-939195-63-3

Language: German

ISSN: 0944-2537

Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice

Language: English

Published: Chicago, Illinois, 2022