Abstract/Notes: Excerpt from To Educate the Human Potential (1948).

Language: English

Language: English

ISSN: 1354-1498

Abstract/Notes: studying human history; biography day

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: Includes bibliography on fundamental needs

Language: English

Abstract/Notes: Human capital is very important as it reflects the knowledge and skills that individuals acquire in order to increase their value and productivity. In this context, the most important factor affecting human capital is education. Many issues such as the increase in the quality of education, visionary education planning, and the improvement of technology-based education opportunities enable the direct reflection of education input on individual output. In particular, pre-school education draws attention as a type of preliminary education that increases the quality of education provided in educational institutions in a country. The Montessori Method, which is one of the alternative education programs applied in the preschool period, aims to equip children with different abilities than adults, and their development is supported through problem solving, communication and using their creativity with the freedom to make choices in an environment that ensures children's independence. The main element that makes Montessori education valuable is the environment it creates and the educational content it implements, as well as its approach to being an individual from an early age. The aim of this study is to examine the effect of education on human capital in the context of alternative preschool approaches in the context of Montessori Method. The study is important because it will contribute to the literature from the approach of the effects of alternative education methods on human capital. In the study, in-depth literature analysis was made from primary sources and the data obtained were interpreted with descriptive analysis method. In the study, it has been concluded that the development of human capital will be qualitatively positive by increasing the level of education and the Montessori Method, which is based on the approach to the cognitive, social and emotional development of the individual, will be effective on human capital. / Beşeri sermaye, bireyin değerlerini ve verimliliğini artırmak amacıyla kazandıkları bilgi ve becerileri yansıtması bakımından oldukça önemlidir. Beşeri sermaye üzerinde etkili olan önemli faktörlerden biriside eğitimdir. Eğitimdeki kalite artışı, eğitim planlaması, teknolojiye dayalı eğitim olanaklarının iyileştirilmesi gibi birçok konu eğitim girdisinin birey çıktısına doğrudan yansımasına yardımcı olmaktadır. Özellikle okul öncesi eğitim, bir ülkedeki eğitim kurumlarında verilen eğitimin niteliğini artırıcı bir ön eğitim türü olarak dikkat çekmektedir. Okul öncesi dönemde uygulanan alternatif eğitim programlarından biri olan Montessori Yönteminde çocukların yetişkinlerden farklı yeteneklerle donatılması amaçlanmakta ve çocukların bağımsızlığını sağlayan bir ortamda seçim yapma özgürlüğüyle birlikte problem çözme, iletişim kurma ve yaratıcılığını kullanma yoluyla gelişimleri desteklenmektedir. Montessori eğitiminin önemini artıran temel unsur, yarattığı ortam ve uyguladığı eğitim içeriğiyle birlikte erken yaştan itibaren birey olmaya yönelik ortaya koyduğu yaklaşımdır. Bu çalışmanın amacı beşeri sermayede eğitimin etkisini okul öncesi alternatif yaklaşımlar bağlamında Montessori Yöntemi özelinde incelemektir. Çalışma literatüre alternatif eğitim yöntemlerinin beşeri sermaye üzerindeki etkileri ve kazanımları yönünden katkı sağlayacağı için önem arz etmektedir. Çalışmada birincil kaynaklardan derinlemesine literatür analizi yapılarak, elde edilen veriler betimsel analiz yöntemiyle yorumlanmıştır. Çalışma sonucunda beşeri sermayenin gelişiminin eğitim seviyesinin artırılmasıyla niteliksel olarak olumlu yönde sağlanacağı ve bireyin bilişsel, sosyal ve duygusal kazanımlarına yönelik yaklaşımı esas alan Montessori Yönteminin beşeri sermaye üzerinde etkili olacağı değerlendirilmiştir.

Language: Turkish

Published: Erzurum, Turkey: International Science and Art Research Center (ISARC), 2023

Pages: 13-26

ISBN: 978-625-367-014-6

Abstract/Notes: From the early 1900s through the 1950s, child-centered and humanistic theories of education were developed and disseminated from hubs of progressive educational theorization. Based on the resultant educational reforms of the 1960s, humanistic approaches to education became popular in schools throughout the United States. Concurrently, and perhaps not coincidentally, while these theories were being developed, Doctor Who was conceived and promoted as an educational television series for young learners throughout Britain. This essay posits that, consciously or inadvertently experimenting with progressive new pedagogical models, the Doctor and his series of companions present a complementary union of potentially opposing pedagogical approaches. While the Doctor’s lessons tend to be pedantic in nature and substance, the companions’ efforts to absorb the Doctor’s demonstrated teachings, relating that message to the audience, make episodes humanistic learning experiences for the viewer. By presenting dilemmas confronted and varyingly resolved by companions of the Doctors show-run by Russell Davies and Steven Moffat, this essay illustrates each companion’s personal struggles and attempts to understand and assimilate the Doctor’s lessons into an expanding worldview or moral truth that parallels and elicits the viewer’s—who occupies the silent, observant position of novice companion, or neophyte as acolyte—empathetically vicarious experiences.

Language: English

ISSN: 2517-4266

Abstract/Notes: This article demonstrates how feminist posthumanism can reconfigure conceptualisations of, and practices with, ‘child’ in Montessori early childhood contexts. It complicates Montessori’s contemporary reputation as a ‘middle-class phenomenon’ by returning to the earliest Montessori schools as a justice-oriented project for working-class children and families. Grappling with the contradictions and inconsistencies of Montessori thought, this article acknowledges the legacy of Montessori’s feminism while also situating her project within the wider colonial capitalist context in which it emerged. A critical engagement with Montessori education unsettles modernist conceptualisations of ‘child’ and its civilising agenda on minds and bodies. Specifically, Montessori child observation (as a civilising mission) is disrupted and reread from a feminist posthumanist orientation to generate more relational, queer and expansive accounts of how ‘child’ is produced through observation. Working with three ‘encounters’ from fieldwork at a Montessori nursery, the authors attend to the material-discursive affective manifestation of social class, gender, sexuality and ‘race’, and what that means for child figurations in Montessori contexts. They conclude by embracing Snaza’s ‘bewildering education’ to reach towards different imaginaries of ‘child’ that are not reliant on dialectics of ‘human’ and ‘non-human’, and that allow ‘child’ to be taken seriously, without risking erasure of fleshy, leaky, porous, codified bodies in Montessori spaces.

Language: English

DOI: 10.1177/14639491221117222

ISSN: 1463-9491

Abstract/Notes: Part of the special issue: Maria Montessori nel XXI secolo - Interventi Dal Congresso Internazionale: Maria Montessori e la scuola dell'infanzia a nuovo indirizzo (20-24 Febbraio 2015, Pontifica Università Lateranense, Roma.

Language: Portuguese

ISSN: 2421-440X, 2723-9004

Language: Croatian

ISSN: 2623-7911, 2623-873X

Language: Japanese

ISSN: 0913-4220