Language: English

ISSN: 1071-6246

Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Abstract/Notes: This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish.

Language: English

Published: Dublin, Ireland, 2023

Language: Italian

Published: Roma, Italy: Fefè Editore, 2013

ISBN: 978-88-95988-36-8

Series: Pagine Vere , 19

Language: English

Published: [S.I.]: Nienhuis Montessori USA, 1992

Language: English

ISSN: 1071-6246

Abstract/Notes: This article examines the three most prominent movements of alternative education in Israel: Democratic education, Waldorf education, and the Montessori method of education. By comparing the educational approaches according to specific criteria, the goal is to provide the reader with as broad a picture as possible of their similarities and differences. The discussion focuses on the philosophical approach and general principles of each movement and does not aim to provide information or characteristics of specific educational institutions. One of the goals of the article is to bring before parents, educators, and policy makers knowledge of the different approaches so that they can understand and judge them with greater clarity.

Language: English

DOI: 10.46827/ejae.v6i1.3563

ISSN: 2501-5915

Language: English

ISSN: 1522-9734

Abstract/Notes: For a century Montessori’s philosophy of education has been understood in separation from Dewey’s philosophy of education. According to Thayer-Bacon [1], a plausible explanation is that Kilpatrick, Dewey’s influential student, rejected Montessori’s system of education [2]. His main objection was that her educational system was founded on an outdated psychology. In contrast, this paper suggests, Montessori’s educational systems is founded on a psychology which, like Dewey’s, was markedly ahead of her time by putting purely embodied interactions with the environment as the foundation of human understanding. By comparing Montessori’s psychology [3; 4] to Dewey’s [5; 6] this paper shows their compatibility. The developed pragmatism of Sellars [5;6] and the interactivism of Bickhard [7] further enables us to explain how the prelinguistic human-environment interactions (or transactions), central to Dewey and Montessori, are pure processes [8]. The pure process ontology enables us to see how more complex processes emerge from simpler ones and how learning in the mere causal domain of bodily human-environment interactions can grow into the linguistic and conceptual domain of education. The ambition is to show that a flourishing interaction between Montessori and pragmatism is possible and preferable if we are to understand the proper role of the body in education. [1] Thayer-Bacon, Barbara (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28, 1, 3-20. [2] Kilpatrick, W. H. (1914). The Montessori system examined. Cambridge, Mass.; The Riverside Press [3] Montessori, M. (1912). The Montessori method. NY: Frederick A. Stokes Company [4] Montessori. M. (1949). The absorbent mind. Adyar: The Theosophical Publishing House [5] Dewey, J. (1916). Democracy and education. NY: The Macmillan Company [6] Dewey, J. (1925) Experience and nature. Chicago: Open Court Publishing Company [7] Sellars, W. (1960). Being and Being Known. Proceedings of the American Catholic Philosophical Association, 34, 28-49. [8] Sellars, W. (1981). Foundations for a metaphysics of pure process: The Carus lectures of Wilfrid Sellars. The Monist 64 (1):3-90. [9] Bickhard, M. H. (2009). The interactivist model. Synthese, 166, 3, 547-591. [10] Seibt, Johanna (2016). How to Naturalize Intentionality and Sensory Consciousness within a Process Monism with Gradient Normativity—A Reading of Sellars. In James O'Shea (ed.), Sellars and His Legacy. Oxford: Oxford University Press, 186-222.

Language: English

Published: Copenhagen, Denmark: International Network of Philosophers of Education, 2022

Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023