Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.

Language: English

ISSN: 2396-8702, 0267-1611

Abstract/Notes: Maria Montessori’s position on scientific pedagogy and her method involves two problem areas: firstly, the necessity to clarify and define the relationship between scientific pedagogy and other sciences, particularly anthropology and physiological and experimental psychology, and, secondly, the necessity to delineate a research method and objectives. She explicitly recognised the importance of these new fields of experimental science, defining them not coincidently as corner stones of new pedagogy referring above all to their contribution to the development of observation procedures for the discovery of children’s psychological and morphological characteristics.

Language: English

ISSN: 2281-8375

Language: English

Published: [S.I.]: Foundation for classical reprints, 1990

Abstract/Notes: Having been influenced by one's own environment, man lives and learns necessary things to survive. In particular, the knowledge of man can be accumulated by experience. The experience can be obtained by sensory education. Comenius recognised the importance of sense organ and became the first person to use audio-visual education in the time that theory and speech orientated education was common. And, Montessori has made sensory education popular by developing instruments of education for sensory education. The common ground of both is that education has been done by recognising the importance of obtaining knowledge through sensory education. In addition, obtaining knowledge can be done by restoring the nature of humanity, self-esteem and dignity. They have suggested scientific tools for education by making children obtain knowledge and experience through observing nature and objects. The difference is that while Comenius has been focused only on visual education based on epistemological experience, revealing its limitation, Montessori has developed various sensory tools and organised programme. It is noticed that new paradigms of learner oriented education are important It is challenged that recovering creativeness by respecting self-regulation is very much needed. The diversity of sensory education is sought to meet the felt need of education field. / 사람은 살아가는 환경의 영향을 받으며 거기서 생존에 필요한 것들을 습득한다. 특히, 인간의 지식은 경험에 의해 축적되며, 이러한 경험은 감각교육을 통해 이루어진다. 코메니우스는 감각기관의 중요성율 인식하고 최초로 시청각교육의 실천을 통해 당시의 이론과 언어 중심의 교육에 새로운 전기를 마련하였다. 또한, 몬테소리는 감각교육을 위한 교구개발과 체계적 교육 프로그램 개발을 통한 감각교육의 활성화를 이루었다. 이들의 공통점은 감각기관을 통한 지식습득의 중요성을 인식하고, 지식습득은 인간의 창조적 본성의 회복, 자존감과 존엄성 및 자율성을 중시한 감각교육 실천을 통해서 이루어진다고 주장한 정이다. 즉, 인위적인 교육 방법을 배제하고 자연과 사물에 대한 관찰과 교류를 통해 지식과 경험을 습득하게 하는 것이며, 교육실천올 위한 과학적 교육방법을 제시하였다는 점이다. 차이점은 코메니우스는 감각교육올 시각화 하는데 머무름으로 감각교육의 한계점을 드러내었다는 것과 여전히 인식론적인 경험에 근거를 두었다는 점이다. 반면 몬테소리는 감각기관의 경험율 위해 다양한 감각교구 개발과 체계적인 프로그램을 제시하였다는 점이다. 본 연구를 통해 학습자 중심의 교육개혁의 중요성을 인식하고, 자율성올 존중함으로서 창조적 능력을 희복혜야 할 필요성올 촉구 하며, 교육 현장의 욕구 충족을 위해 감각교육의 다변화를 모색한다.

Language: Korean

ISSN: 1226-9417

Language: English

Language: English

Language: English

Language: English

Published: Cambridge, Massachusetts: Bentley, 1971

Edition: New edition

ISBN: 091601101X

Language: English

Published: Carbondale, Illinois, 1966

Abstract/Notes: El método de Montessori destaca la didáctica a través de los cinco sentidos, no sólo a través de tres de ellos como se hace tradicionalmente (escuchar, ver o leer), el docente deberá saber con previa evaluación lo que cada niño está listo para realizar. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control. El objetivo de la investigación es impulsar el hábito del auto-estudio y la autodisciplina, es decir que posibilita a que el niño trabaje con autonomía, favoreciendo el propio interés y la investigación que ayudan al niño a concentrarse en su aula; la metodología aplicada se buscó coordinar y alcanzar los objetivos propuestos mediante una investigación bibliográfica y relatos narrativos. La función del orientador fundamental es la del adulto, y en especial el padre, ya que se considera el principal guía del niño, quien es el responsable de mostrarle elmundo en sus primeros pasos. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control, los niños logran asimilar: una investigación propia e independiente, planificar, organizar, compilar información; crear: presentaciones, exposiciones y proyectos. [The Montessori method highlights the didactics through the five senses, not only through three of them as is traditionally done (listening, seeing or reading), the teacher must know with prior evaluation what each child is ready to do. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control. The objective of the research is to promote the habit of self-study and self-discipline, that is, it enables the child to work with autonomy, favoring self-interest and research that help the child to concentrate in her classroom; The applied methodology sought to coordinate and achieve the proposed objectives through bibliographic research and narrative stories. The role of the fundamental guide is that of the adult, and especially the father, since she is considered the child's main guide, who is responsible for showing her the world in her first steps. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control, children manage to assimilate: their own independent research, planning, organizing, compiling information; create: presentations, exhibitions and projects.]

Language: Spanish

DOI: 10.32645/13906925.935

ISSN: 2631-2905