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681 results

Article

✓ Peer Reviewed

Anthropology and Education Business: Areas of Application, Approaches and Methodologies

Available from: International Journal of Business Anthropology

Publication: International Journal of Business Anthropology, vol. 2, no. 2

Pages: 102-116

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Abstract/Notes: The present study examines the convergence between anthropology and education business giving rise to the field of anthropology of education. The early works of Hewett, Boas and Montessori paved the way for the foundations of the application of anthropological contents and methods to the study and practices of educative processes and systems for better understanding and improvement of learning. School settings and classroom life provide relevant environment for anthropological inquiries. The application of anthropological contents and methods in various aspects of the study of education is significant. The business function of education in terms of the leadership and management of human, material and financial resources for optimal outcomes calls for anthropological insights and underpinnings in educational systems. Anthropological concepts and principles are applied in the areas of the foundations of education, curriculum development, culture studies, classroom interactions, multicultural education, business education, policy implementations, educational research and educational administration. Ethnographic methods have greatly contributed to the understanding of complex educational issues and challenges. Ethnographic methods of grounded theory, documentary content analysis, and action research are employed to study educational problems through the use of the techniques of purposive sampling, interview, observation, constant comparison, triangulations, key incident, narration, interpretive stance, and other tools of data gathering, interpretation and analysis.

Language: English

DOI: 10.33423/ijba.v2i2.1184

ISSN: 2155-6237

Book Section

New Education in National Re-Creation

Book Title: Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929

Pages: 64-99

Americas, Chile, Denmark, Europe, International Conference of the New Education Fellowship (5th, Helsingør/Elsinore, Denmark, 8-21 August, 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, Northern Europe, Scandinavia, South America

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Abstract/Notes: Specifically see section 6 Chile in which is detailed the lecture, "The New Education in Chile," by Dr. Darío Salás (Professor of Education, University of Chile) where he discusses current education reform in Chile which includes the experimental implementation of Decroly and Montessori pedagogical methods.

Language: English

Published: New York: A. A. Knopf, 1930

Article

Old and New Ideals in Education [a lecture delivered to the Theosophical Fraternity in Education, London, September 26th, 1916]

Available from: HathiTrust

Publication: The Herald of the Star, vol. 5, no. 11

Pages: 485-496

Curuppumullage Jinarajadasa - Speeches, addresses, etc., England, Europe, Great Britain, New Ideals in Education, Northern Europe, Theosophical Society, Theosophy, United Kingdom

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Language: English

Article

幼児教育の追求とモンテッソーリ教育 [The Pursuit of Early Childhood Education and Montessori Education]

Available from: Hanazono University - Institutional Repository

Publication: Hanazono daigaku shakai fukushi gakubu kenkyu kiyo / 社会福祉学部研究紀要 / Annual Report of the Social Welfare Department at Hanazono University, no. 22

Pages: 49-57

Asia, Early childhood care and education, Early childhood education, East Asia, Japan, Montessori method of education

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Abstract/Notes: 今、モンテッソーリ教育が再び注目されている。幼児教育への関心の高まりと先進国各国で行きづまった教育の方向模索の中で、再評価され始めているのである。モンテッソーリ教育そのものというよりも、今日の教育観、人間観、子ども観に「人格形成」の確立を迫るものとしてのモンテッソーリの貢献が、取り上げられている。本稿では、近代以降の教育思想の歩みの中で、モンテッソーリによってなされた子ども観の転換と幼児教育の転換の特質を考察し、モンテッソーリの唱えた子どもの創造的使命擁護の方法が、今日こそ必要性を増していることを考察した。 [Recently the method of Montessori is recognized again. It is being revalued because the childhood education is getting much interest and it is at a standstill in advanced countries. The contribution of Montessori is in the limelight, not as one teaching method, but as a clue to establishment of "character building" in perspectives on education, human, and children. The study considers the characteristics of perspective on children and the childhood education, which have been converted and effected by Montessori from modern times onwards. The study also suggests that the need to support the creativities of children, proposed by Montessori, is increasing today.]

Language: Japanese

Book Section

Kosmische Erziehung zur "Bildung für nachhaltige Entwicklung" - Vordereitung auf das Leben im Klimawandel [Cosmic education for "Education for Sustainable Development": preparation for life in the face of climate change]

Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]

Pages: 253-288

Cosmic education, Sustainability

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Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Article

What Is Meant by Cosmic Education? Why Does Cosmic Education Begin with the Six Year Old?

Publication: The National Montessori Reporter, vol. 16, no. 4

Pages: 16-18

Cosmic education, Susan Whitacre - Writings

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Language: English

Article

Can the Montessori Method Have Developments in Secondary Education?

Publication: MoRE Montessori Research Europe newsletter

Pages: 6-7

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Abstract/Notes: Maria Montessori’s method is deservedly well-known in the child education field, where thebrilliant educationist successfully extended to normal children what she had experimented with subnormal ones. The applicative method in the “Children’s Homes”, destined to welcome children from three to six years of age, was later developed for very young children in the Montessori Birth Centres and for the slightly older children in primary school. Now, we wonder whether it also has interesting aspects for lower and upper secondary schools. Montessori indeed devised a complete course of development divided into four six-year periods, as Comenius had already done. She thus did not limit herself to childhood and wrote a book Dall’infanzia all’adolescenza which gives an affirmative answer to the question and provides some guidelines. But, especially her son, Mario Montessori, working in many courses on psychoarithmetic and psychogeometry, showed how the directive principles of the method are not only applicable, but are indeed very effective also for lower secondary schools. Mathematics offers particularly useful examples. But even the grammatical and logical analysis performed by affixing labels indicating the functions of various parts of the discourse, already started up in the Montessori method for primary schooling, both for Italian and foreign languages, may be extended to lower secondary schools. The abstract essence of the symbols take on a tangible feature without renouncing their conveyance of concepts. The education of preadolescents and adolescents is not, however, only intellectual. It is also an education for feelings, openness to social cooperation and character building. The broader range of Montessorian thought is felt in education for peace, meant as a world task. And, opening up to multiculturalism and combating every discrimination, it offers secondary education challenging perspectives. Thus, religious education, which in Spain and Italy Maria Montessori linked to Catholic education, may be extended in an ecumenical spirit also to other religions, such as the oriental ones that she got to know in India.

Language: English

ISSN: 2281-8375

Article

✓ Peer Reviewed

Epigenetics, Education, and the Plastic Body: Changing Concepts and New Engagements

Available from: SAGE Journals

Publication: Research in Education, vol. 107, no. 1

Pages: 72-83

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Abstract/Notes: Epigenetic processes, and the investigative practices that take these as their focus, are of increasing interest to a range of professionals beyond biomedicine. This has been piqued by, especially, the belief that bioscientific research is demonstrating new molecular mechanisms through which the social and physical environment impact upon the bodies of humans and other animals. Beyond the laboratory, epigenetic notions are entangled with wider ideas about the malleability of the soma (e.g., relating to neuroscience). In many contexts (including, to an extent, education), this intertwinement has contributed to producing and valourising a conception of a particularly plastic body. In this paper, I draw on a range of biomedical and education-related texts in order to outline and reflect upon the notions of ‘education’ and ‘epigenetics’ that are supported through and propelled by an array of writings that, to greater or lesser extents, bring these spheres of praxis into conversation. Discussions of epigenetics and stress, for instance, are framing certain kinds of educational work (e.g., with new parents) as a means of intervening in soma and society. In so doing, they implicitly extend ideas about what education is and what it can do. On the other hand, writings from educational researchers, for example, are enrolling epigenetic findings and ideas to support various positions or approaches. Many education researchers will be sceptical of some of the more hyperbolic assertations made about the significance of epigenetics. However, the fact that a nascent discourse connecting education and epigenetics is emerging is suggestive of a need for reciprocal, thoughtful, and critical exchange with bioscientists who seek to address educational issues, or whose work is being enrolled by others to do so.

Language: English

DOI: 10.1177/0034523719867102

ISSN: 0034-5237

Book

Child-Centred Education

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Abstract/Notes: This volume is a critical study of one of today’s most controversial topics in educational theory, setting the many arguments in perspective and clarifying the issues that arise when attention is focused on the learner. The author examines the problems of individual education, the distinctive demands childhood makes on the school and the claims of social education. The related questions of freedom, authority and discipline are then discussed, together with the ways in which curriculum development must take account of the learner’s interests, needs and dispositions in preparing him/her for life. The concept of educating the whole person is critically examined, together with the claim that education for life and the development of personal integrity require an integrated curriculum. Since child-centred educational theory is often dismissed as irrelevant to practice, the book concludes with an assessment of the various limitations which concern with practical activity imposes on educational theorists.

Language: English

Published: London: Methuen and Co., 1970

ISBN: 0-416-13760-1

Article

Traditional Education and Montessori Education

Publication: Montessori Kyōiku [Montessori Education], no. 17

Pages: 59-70

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Language: Japanese

ISSN: 0913-4220

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