Abstract/Notes: This study aims to explore the potential of Montessoris pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessoris approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessoris pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessoris pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines. The study concludes that Montessoris approach has the potential to promote peace education in the Philippines, but more efforts are needed to overcome the challenges and effectively implement the approach in schools.

Language: English

ISSN: 2620-3502

Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.

Language: English

Published: Sep 21, 2023

Abstract/Notes: Alternative pedagogies have become international, and Montessori pedagogy has become widespread throughout the world, as there are Montessori schools in almost every capital city in the world. This pedagogy focuses on the child holistic. It requires a positive, caring attitude from the educator toward the learner/student, making the learning method playful and entertaining, thus yielding better results in terms of performance and teaching. As for our country Morocco, and according to the literature review studied, the existing studies remain limited in this sense, to address this limitation, this article presents a state of play of Montessori pedagogy in Morocco from a qualitative point of view, based on a semi-directive interview conducted with Montessori pedagogy instructors who belong to the following cities: Casablanca, Marrakech, and Tangiers. According to this survey, there are Montessori schools in the cities studied. Educators and mothers have recently become interested in this pedagogy. The instructors provide the training and ensure the transitional post-training phase to better adopt and practice this pedagogy. Several areas need to be adapted to the Moroccan context, including language, culture, and geography. Keywords: Montessori pedagogy, the state of the art, Morocco. https://doi.org/10.55463/issn.1674-2974.50.6.16

Language: English

DOI: 10.55463/issn.1674-2974.50.6.16

ISSN: 1674-2974

Abstract/Notes: At the turn of the twentieth century, Western European governments embarked on anti-terrorist agendas, labelling certain ethnicities as undesirable for spreading revolutionary ideas and criminal degeneracy. Several educational experiments emerged intending to eliminate the so-called degenerate element. Academics rarely consider this influence within famous examples by Maria Montessori (1870–1952) in Italy and Janusz Korczak (1878–1942) in Poland. Indeed, the conflation of the two educators obscures that each held opposing views in this critical debate. Years of war and revolution in Polish territories had produced multitudes of orphans, traumatised children and child soldiers. Following Polish independence in 1918, tensions remained high between ethnic minorities and ethno-nationalists. Social pedagogues aimed to rebuild society by drawing on Polish communitarian theories on rights and conflict. Engaging with this history of ideas related to cosmopolitanism and communitarianism disrupts dominant ideas within debates on human rights and citizenship. This article challenges the usual depiction of Korczak’s philosophical position aligned with cosmopolitan ideas on children’s rights. Associated historical research reveals that Polish social pedagogy emerged with the understanding of human rights as situated, embedded and embodied within time and place. Social activists rejected utopian visions to embrace the local conditions at the time, including the violent realities of Polish society, where teachers were often revolutionaries and terrorists. The orphanages established by Korczak functioned as sociological research centres emphasising human rights and democratic ideals while aiming to influence surrounding neighbourhoods. This article summarises Korczak’s worldview by reversing a famous epigram – it takes a child to raise a village. Such children’s rights pioneers envisaged that following years of imperialism and war, their model institutions would grow into a nationwide network fostering democracy and multiculturalism on a broader scale. In the current global context of conflict and anti-terrorist agendas, these institutions serve as critical case studies of possibilities.

Language: English

DOI: 10.14324/111.444.ijsp.2023.v12.x.012

ISSN: 2051-5804

Abstract/Notes: La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. / The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.

Language: French

DOI: 10.4000/edso.22685

ISSN: 0992-3705

Abstract/Notes: Pendidikan yang berpusat pada cinta sangat dibutuhkan anak karena banyak anak yang mengalami krisis cinta akibat mengalami kekerasan dari orang-orang di sekitarnya. Kurangnya cinta dalam pendidikan anak telah mengakibatkan kurangnya rasa percaya diri, mudah putus asa, tidak memiliki daya juang, menjadi antisosial, dan sebagainya. Karena itu, pendidikan agama Kristen berperan besar dalam menanamkan pemahaman tentang cinta kristiani, membentuk karakter anak yang penuh cinta, serta mempraktikkan cinta dalam kehidupan. Karena itu, tujuan penelitian ini adalah menghasilkan pemikiran tentang penerapan teologi cinta Kristus dan pedagogi cinta Pestalozzi dalam pendidikan agama Kristen anak. Metode penelitian menggunakan metode kualitatif dengan pendekatan studi literatur. Hasil penelitian ini adalah pendidikan agama Kristen anak berpusat pada cinta yang diterapkan berdasarkan teologi cinta Kristus dan pedagogi cinta Pestalozzi. Pendidik merupakan pribadi yang penuh cinta, tujuan dan materi pembelajaran memuat capaian dan bahasan tentang cinta kepada Allah, sesama, dan diri sendiri, metode pembelajaran bertujuan untuk mempromosikan cinta; dan evaluasi pembelajaran berfokus pada perkembangan sikap empati pada anak.   Kata kunci : Teologi Cinta, Pedagogi Cinta, Pendidikan Agama Kristen, Anak   Abstract Love centered education is needed by children because many children experience crisis of love due to violence from the people around them. Lack of love in children education will result in lack of self-confidence, easily discouraged, not having power to fight, being antisocial, and so on. Therefore, Christian religious education plays major role in instilling understanding of Christian love, forming the character of children who are full of love, and practicing love in their life. Therefore, the purpose of this research is to give ideas about the application of the theology of Christ's love and the pedagogy of love from Pestalozzi in the Christian religious education of children. The research method uses qualitative methods with literature study approach. The result of this research is that Christian religious education for children is centered on love which is applied based on the theology of Christ's love and the pedagogy of love from Pestalozzi. The educator is a person who is full of love, the goals and learning materials contain the topics about love to God, others, and oneself, the learning method aims to promote love; and evaluation of learning focuses on the development of love character in children.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i1.877

ISSN: 2798-6195

Language: English

Published: Italy, 2023

Abstract/Notes: In Montessori classrooms writing is taught using a pedagogy that lays claim to more than a century of practice. In the early 20th century Maria Montessori analysed the process of learning to write for the benefit of street children too young to be at school but who showed interest in writing. Montessori designed a repertoire of lessons and activities that offered the children two separate but parallel developmental pathways, one mechanical and one intellectual. The mechanical pathway had two elements: learning how to hold and control a pencil, and (for alphabetic writing) learning to distinguish individual sounds in the stream of spoken language and to match the sounds with graphic signs. The intellectual pathway also had two elements: learning to use graphic signs to (re)compose the sounds of the language into words, and learning to organise words into written discourse. When the children engaged with Montessori’s lessons and activities, they appeared to be teaching themselves to write. Because this same pedagogy is still in use today, it provides a rare opportunity to investigate an enduring educational practice through which children for more than a hundred years and in more than a hundred countries have become writers.

Language: English

Published: New York, New York: Routledge, 2020

ISBN: 978-0-367-89375-0 978-0-367-89373-6 0-367-89375-4 0-367-89373-8

Abstract/Notes: In this paper titled Psychology within Montessori pedagogy – theory and practice the authors elaborate a current topic of access to upbringing and education, a theme that encompasses both psychology and pedagogy. Based on her experience as an assistant professor on the subject Educational anthropology and her experience as a pedagogue at a private preschool, which follows a Montessori approach, author Topic provides a theoretical approach to upbringing and education in the educational sector in the city of Mostar. Despite it being a review of a single city, the patterns and behaviors observed can be found in any other place or a city.By nurturing an individual approach to each child and taking into account their needs, children are encouraged to study by themselves, therefore allowing and supporting them to develop self confidence and self actualization. The example given is taken from a kindergarten provides an overview of practices which encourage the child towards healthy growth and development into a confident young people who will be able to form and make good choices in life.Through practical psychology, author Colak, provides us with an answer to the question why is all that important. Through her experiences in work with young people who suffer from consequences of, among other things, an inadequate approach to upbringing and education in their younger age.And to answer why this is important, psychology might have some cues. Author Čolak from her work experience with young people at Psychiatry Clinic in Mostar considers consequences that (according to literature, theory and practice) have some causes in upbringing approach at an earlier age and which behaviors were/are reinforced through evaluation systems and early messages from adults. Working with young people, author Čolak presents case study of female student with extremely low self-esteem and extremely high perfectionism in cognitive-behavioral therapy process. We discuss how and why those are so immensely pathologically connected. Some risk factors (following bio-psycho-social model of illness/wellness) are connected with psychological and social context. Thus, by educating parents and educators so we may have chance to improve mental health of children and later adults.As a conclusion, co-operation and multidisciplinary approach is suggested. Education, psychotherapy and prevention have much in common. Montessori approach is not the only one which deals with it, but in its foundations holds the bases to help us to react in time, both as a profession and as humans too. / W artykule niniejszym autorki odnoszą się do aktualnego problemu dostępu do wychowania i kształcenia, obejmującego zarówno psychologię, jak i pedagogikę. Opierając się na swoim doświadczeniu w zakresie antropologii edukacyjnej oraz jako pedagoga w prywatnym przedszkolu pracującym w oparciu o podejście M. Montessori, Kristina Topić zapewnia teoretyczne podejście do wychowania i edukacji w sektorze edukacyjnym w Mostarze (Bośnia i Hercegowina). Pomimo tego, że tekst dotyczy jednego miasta, zaobserwowane wzorce i zachowania można znaleźć w każdym innym miejscu. Pielęgnując indywidualne podejście do każdego dziecka i biorąc pod uwagę jego potrzeby, zachęca się je do samodzielnego uczenia się, umożliwiając i wspierając w rozwijaniu pewności siebie i samorealizacji. Podany przykład, pochodzący z przedszkola, zawiera przegląd praktyk, które zachęcają dziecko do prawidłowego rozwoju, aby stać się ludźmi, którzy będą w stanie tworzyć i dokonywać dobrych wyborów w życiu. Poprzez psychologię praktyczną, Iva Čolak, formułuje odpowiedź na pytanie, dlaczego wskazane wyżej praktyki są tak ważne. Poprzez swoje doświadczenia w pracy z młodymi ludźmi, którzy cierpią z powodu popełnianych błędów w wychowaniu i kształceniu. W celu odpowiedzi, dlaczego indywidualizacja podejścia, samodzielność w uczeniu się i wspieranie w rozwoju są ważne, psychologia może dostarczyć pewnych interpretacji. Iva Čolak z perspektywy swojego doświadczenia w pracy z młodzieżą w Klinice Psychiatrii w Mostarze rozważa konsekwencje, które (zgodnie z teorią i praktyką) mają pewne przyczyny w podejściu do wychowania młodych ludzi oraz w zachowaniach, które zostały (bądź są) wzmacniane poprzez systemy oceniania i wczesne informacje zwrotne od dorosłych. Pracując z młodzieżą, przedstawia ona case study studentki o skrajnie niskiej samoocenie i niezwykle wysokim perfekcjonizmie będących przedmiotem terapii poznawczo-behawioralnej. Omówione zostało, jak i dlaczego te zjawiska są powiązane. Niektóre czynniki ryzyka (zgodnie z biopsychospołecznym modelem choroby / dobrego samopoczucia) są powiązane z kontekstem psychologicznym i społecznym. W ten sposób, poprzez edukację rodziców i wychowawców, możemy mieć szansę na poprawę zdrowia psychicznego dzieci i dorosłych. Podsumowując, Autorki sugerują współpracę i interdyscyplinarne podejście. Edukacja, psychoterapia i profilaktyka mają ze sobą wiele wspólnego. Podejście Montessori nie jest jedynym, które zajmuje się relacjami między tymi pojęciami, ale w jego fundamentach znajdują się podstawy, które pomagają reagować na czas.

Language: English

ISSN: 2545-3041

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X