Language: Italian

Language: French

ISSN: 0014-200X

Language: German

DOI: 10.1024/2235-0977/a000335

ISSN: 2235-0977

Abstract/Notes: Studies on the development of creativity have highlighted the impact of learning environments. In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. A semi-longitudinal study was conducted during two consecutive years with 210 children in elementary schools with traditional and alternative pedagogical approaches. Our results highlight (1) an influence of pedagogy on children's creative performance; (2) a positive influence of alternative pedagogy on creative development from year 1 to year 2 mainly for Montessori school. Children's creative performance was influenced not only by the type of task but also by the type of school.

Language: English

DOI: 10.1016/j.lindif.2007.11.009

ISSN: 1041-6080

Abstract/Notes: In the 19th century the references concerning the education in the early years of infants took 2 different orientations. One uses an “educational mother” as the model. Between the love and limits that she offers her child, she brings a moral education. In the other reference, the educator, very respectful to the dynamic of the child, intervenes as little as possible. The objective is that he conquers autonomy and learns a sense of responsibilities. Two educated women are representative of these 2 tendencies: On one hand Pauline Kergomard (preschool inspector 1838–1925), author of “the motherly education at school”, in her teaching to school principals, presents as a reference the “comprehensive and devoted mother” taking care of the physical intellectual and moral development of children. In this case she represents more the dimension of “care”. On the other hand, Maria Montessori, (Italian pedagogue, 1870-1952) author of "scientific education”, is going to impute little by little her ideas based on the fact that the child has the necessary qualities to grow on his/her own. So according to the educator with just creating a high-quality environment in order to enable the child to find the extract to grow up and be the autor of their own evolution. We consider her to represent the concept of education, resulting from a method. We have presented the essence of both authors convictions. Alter restoring them in their context, we will confront them to see in what degree these methods are opposed or not, in the sense of seeing how they complete and intervene with each other. Our idea is to make use of the analysis of both orientations and develop to what point care is indispensable to the quality and the education of child and more over at the present time. Au XIXe siècle les références concernant l’éducation de la petite enfance ont pris deux orientations différentes. L’une donne comme modèle la mère éducatrice. Dans l’autre référence, l’éducatrice très respectueuse de la dynamique de l’enfant, intervient le moins possible. Deux femmes pédagogues sont représentatives de ces courants : D’une part, Pauline Kergomard (inspectrice des écoles maternelles, 1838-1925) auteur de « L’éducation maternelle à l’école » présente comme référence « la mère intelligente et dévouée » ; elle représente plutôt la dimension « soin ». D’autre part, Maria Montessori (pédagogue italienne,1870-1952) auteur de « La pédagogie scientifique » va peu à peu imposer ses idées basées sur le fait que l’enfant possède les qualités nécessaires pour grandir par lui-même. Nous la considérons comme représentant le concept d’éducation fruit d’une méthode. Notre propos est de nous servir de l’analyse de ces deux orientations pour dévoiler combien les soins sont indispensables à la qualité de l’éducation même.

Language: French

ISSN: 1283-8594

Language: English

DOI: 10.1177/002383098703000304

ISSN: 0023-8309

Abstract/Notes: C’est au cours de la fin du XIXe et de la première moitié du XXe siècle que s’est constituée en France une véritable psychologie du toucher, dont l’apport est souvent méconnu. L’intérêt pour ce sens généralement considéré comme mineur provient de deux sources, l’une d’origine éducative pratique et l’autre expérimentale et fondamentale. Sur le plan éducatif, les deux praticiens pionniers que furent Valentin Haüy et Louis Braille ont voulu faire accéder les enfants aveugles à l’instruction et la scolarisation. Ils ont donc recherché des procédés d’écriture en relief compatibles avec les propriétés fonctionnelles du toucher, propriétés qu’ils ont mises en partie en évidence. L’autre origine de ces études sur le toucher se trouve, grâce à Henri Piéron et à ses associés, dans le développement de la psychologie expérimentale et des méthodes de mesure psychophysique des sensations. La sensibilité cutanée et plus généralement somesthésique a fait l’objet au début du XXe siècle de différents travaux de laboratoire sur des adultes voyants, et ces travaux ont complété les recherches sur la vision et l’audition, bien plus nombreuses. Dans le présent article, nous décrivons l’apport de ces deux courants de recherche qui ont d’abord progressé indépendamment l’un de l’autre, puis qui ont fusionné en France à partir de la fin de la Seconde Guerre mondiale. [During the end of the 19th century and the first half of the 20th century, a psychology of touch emerged in France as a result of educational motivations and of the development of academic experimental psychology. Educational motivations concerned mainly two practitioners, Valentin Haüy and Louis Braille, who worked with blind people and informally searched for methods allowing blind children to be schooled and to read through raised-line alphabets adapted to the functional properties of touch. On the other hand, the development of experimental psychology and psychophysics led researchers (mainly Henri Piéron and his associates) to work on the analysis of cutaneous and somaesthetic sensations and perceptions of sighted adults. These two directions of research developed first independently in France until the end of the Second World War. By this time, they became associated and experimental research on the tactile modality was conducted both on blind and sighted children and adults. In the present article, we describe this evolution of the works on touch.]

Language: French

DOI: 10.4074/S0003503311004040

ISSN: 0003-5033

Language: Polish

ISSN: 1233-3514

Abstract/Notes: The modern world requires a new mindset for people to enable them to become self-evaluating human beings. Kegan (1994) termed this complex system of mind the self-authorship. This is the ability to generate belief systems and intrapersonal states internally. The self-authorship analyses are culturally diverse. This paper presents two theories, namely the concept of self-authorship by Baxter Magolda (1998, 2001) and Obuchowski’s (2000, 2006) theory of self-authoring personality. The latter remains a framework of the description of central psychosocial attributes for the self-authoring personality of Montessori School graduates. The self-authoring studies of diagnostic character aimed at qualification of the authoring personality standard as well as subjective denotations of authoring attributes of the Montessori School graduates. The study covered 69 former students (56.5% women, 43.5% men) of the state Primary Montessori School in Lublin. The self-authoring personality standard was qualified using The Self-Authoring Personality Questionnaire elaborated by Obuchowski and colleagues (Blachnio & Obuchowski, 2011). The personal denotations conferred on authoring attributes were examined by means of the questionnaire My Experiences based on the adaptation of Self-Confrontation Method by Hermans (1991). The level of self-authoring personality in female and male groups was high and characterised by similar values. In the personal statements the persons being examined described themselves as those who perceive themselves as a source of behaviour and the own aims were object of their projects designed for accomplishment in relation with the other people. As follows from the data, the participants of the study acquired skills indispensable for making individual decisions about themselves and the outer world.

Language: Polish

DOI: 10.31338/2657-6007.KP.2022-2.5

ISSN: 0023-5938, 2657-6007

Abstract/Notes: The article presents the philosophies of John Amos Comenius, Immanuel Kant and Maria Montessori. It focuses on problem areas that are particularly inspiring for modern thinking about peace and education for peace and points out a broad definition of peace provided by each of the above philosophers. Their theories go far beyond identifying peace with the absence of war and they consider peace to be a process that requires building and strengthening as well as the participation of all people, not only politicians. From this perspective, peace building becomes an important educational task. The basic goal is to ensure that individuals have the feeling of authorship and responsibility for peaceful coexistence among people. Only a combination of peace-reinforcing political initiatives with daily activities supported by education and aimed at promoting peace provides real chances to make the world a better place.

Language: Polish

ISSN: 0023-5938, 2657-6007