Abstract/Notes: excerpt from Paul Epstein's book, Maria Montessori

Language: English

ISSN: 1071-6246

Language: Hungarian

ISSN: 1785-5519, 2732-253X

Language: English

ISSN: 1785-5519, 2732-253X

Language: German

Abstract/Notes: Rad dovodi u relaciju teoriju samoaktualizacije (Abrahama Maslowa), teoriju optimalnih iskustava (Michaela Csikszentmihalyi-a) i mogućnosti za njihovo ostvarenje u školi. Maslow (1963.) prepoznaje vrhunska iskustva, a Csikszentmihalyi (2006.) trenutke zanesenosti kao istinske trenutke sreće i samoostvarenja/samoaktualizacije. Maslow kao i Lev Vygotsky (1978.) prepoznaje ključan utjecaj socio-kulturalnog okruženja na razvoj djeteta kao preduvjet za razvoj i samoaktualizaciju pojedinca. Imajući u vidu proksimalan razvoj djeteta i njegovu težnju za aktualizacijom potrebno je školsko iskustvo što više približiti vrhunskim iskustvima ili zanesenosti kako bi se omogućilo što uspješnije sudjelovanje učenika u školi. Reformski pedagozi poput Johanna Heinricha Pestalozzija, Johna Deweya i Marije Montessori još prije više od stotinjak godina prepoznaju situacije u školi kada djeca doživljavaju optimalna iskustva i svojim djelovanjem pokušavaju osigurati uvjete u školi za ostvarivanje istih. Tradicionalna pedagogija koja prevladava u školama danas, na žalost, svojim organizacijskim elementima rijetko osigurava uvjete nužne za ostvarivanje optimalnih i vrhunskih iskustava u školi. [This paper brings in relation the theory of self-actualization (by Abraham Maslow), the theory of optimal experience (by Michael Csikszentmihaly) and the opportunities for their realization at school. Maslow (1963) recognizes superior experience and Csikszentmihaly (2006) the moments of rapture as the moments of genuine happiness and self-realization/self-actualization. Maslow, as well as Lev Vigotsky (1978), recognizes the key influence of socio-cultural environment on child development as a precondition for the development and self-actualization of the individual. Having in mind the child’s proximal development and his aspiration for actualization it is necessary to bring closer school experience to superior experience or to rapture as much as possible, in order to enable as successful participation of pupils at school as possible. Reform pedagogues like Johann Heinrich Pestalozzi, John Dewey and Maria Montessori even more than a hundred years ago recognized the situations at school when children experienced optimal experience and by their actions they tried to provide conditions at school for realization of this experience. Traditional pedagogy that prevails at schools today, unfortunately, by its organizational elements rarely provides conditions necessary for the realization of optimal and superior experience at school.]

Language: Croatian

ISSN: 1330-0059

Language: German

ISSN: 0944-2537

Abstract/Notes: Maria Montessori gehört zu den Klassikern der Pädagogik. Sie kam von der Medizin zur Pädagogik und entfaltete ein weltweites Wirken zur Verbreitung ihrer pädagogischen Ideen. Ihr Fundament haben diese in ihrer Anthropologie des Kindes, für deren Grundlagen sie trotz der unterschiedlichen Ausformungen durch kulturelle Einflüsse universale Geltung beansprucht. Ihre Grundgedanken zu Erziehung und Bildung sollen als Orientierung für alle pädagogischen Handlungsfelder gelten, modifiziert für die unterschiedlichen Entwicklungsabschnitte des Menschen von der Geburt bis zum Tod. Integriert werden diese Ideen in den Entwurf eines global orientierten Erziehungs- und Bildungsprogramms unter der Bezeichnung 'Kosmische Erziehung'. [Maria Montessori is one of the classics of education. She came from medicine to pedagogy and developed a worldwide work to spread her pedagogical ideas. They have their foundation in their anthropology of the child, for the foundations of which they claim universal validity despite the different forms of cultural influences. Her basic ideas on upbringing and education should serve as orientation for all pedagogical fields of action, modified for the different stages of human development from birth to death. These ideas are integrated into the design of a globally oriented education and training program called 'Cosmic Education'.]

Language: German

Published: Wiesbaden, Germany: Springer, 2018

ISBN: 978-3-658-07491-3

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

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

Abstract/Notes: Mit diesem Handbuch wird erstmals eine überregionale Zusammenstellung reformpädagogischer bzw. gegenüber der Reformpädagogik aufgeschlossener Vereinigungen in den deutschsprachigen Ländern vorgelegt, wobei mehr als 60 Institutionen Berücksichtigung finden. Neben den vier bekannten Namen - Freinet, Montessori, Petersen und Steiner - finden sich auch weit weniger bekannte wie Boeke, Freire, Korczak, Krishnamurti, Malaguzzi u. a. Vertreter kompilatorischer Modelle wie etwa des Marchtalplans oder der Daltonplans sowie innovative Vereinigungen ohne festlegbaren Zuschnitt wie etwa die Initiative ,Schule im Aufbruch´, das ,Archiv der Zukunft´, der Schulverbund 'Blick über den Zaun' etc. übernehmen eine wichtige Brückenfunktion zwischen Reformpädagogik und Nicht-Reformpädagogik. Das Handbuch ist für Dozierende und Studierende ebenso wie für reformpädagogisch interessierte Lehrkräfte, Eltern und Bildungspolitiker*innen ein unverzichtbares Werk, um einen raschen Zugriff auf Informationen, Fakten und Kontaktdaten zu erhalten. Mit Beiträgen von Klaus Amann, Axel Backhaus, Monia Ben Larbi, Andrea Berger, Stefan Berzel, Christian Boettger, Jörg Boysen, Gerd-Bodo von Carlsburg, Waltraut Croce, Achim Cuypers, Sara Dallinger, Peter Fratton, Volker Frielingsdorf, Katharina Froner, Maren Gronert, Maria Günsche, Susanne Herker, Otto Herz, Matthias Hofmann, Andi Honegger, Peter K. Jakob, Lilian Jüchtern, Georg Jürgens, Reinhard Kahl, Tilmann Kern, Helmut E. Klein, Tassilo Knauf, Martin Kramer, Momo Kreutz, Nicola Kriesel, Hans Kroeger, Christian Laner, Jonas Lanig, Sabine van Lück, Angelia Lütkenhorst, Roman Mangold, Stefan Neubacher, Jürgen Peters, Pia-Maria Rabensteiner, Werner Schenk, Joachim Schmidt, Alban Schraut, Siegfried Steiger, Barbara Strauch, Konrad Vanja, Rainer Völkel, Helmut Wehr, u.v.m. [This handbook is the first to present a supra-regional compilation of reform pedagogical associations or associations in German-speaking countries that are open to reform pedagogy, with more than 60 institutions being taken into account. In addition to the four well-known names - Freinet, Montessori, Petersen and Steiner - there are also far less well-known names such as Boeke, Freire, Korczak, Krishnamurti, Malaguzzi and others. Representatives of compilation models such as the Marchtal plan or the Dalton plan, as well as innovative associations without a specific structure, such as the initiative 'School on the move', the 'Archive of the future', the school network 'Blick über den Zaun' etc. assume an important bridging function between reform pedagogy and non-reform pedagogy. The handbook is an indispensable work for lecturers and students as well as for teachers interested in reform pedagogy, parents and educational politicians* to get quick access to information, facts and contact details. With contributions by Klaus Amann, Axel Backhaus, Monia Ben Larbi, Andrea Berger, Stefan Berzel, Christian Boettger, Jörg Boysen, Gerd-Bodo von Carlsburg, Waltraut Croce, Achim Cuypers, Sara Dallinger, Peter Fratton, Volker Frielingsdorf, Katharina Froner, Maren Gronert, Maria Günsche, Susanne Herker, Otto Herz, Matthias Hofmann, Andi Honegger, Peter K. Jakob, Lilian Jüchtern, Georg Jürgens, Reinhard Kahl, Tilmann Kern, Helmut E. Klein, Tassilo Knauf, Martin Kramer, Momo Kreutz, Nicola Kriesel , Hans Kroeger, Christian Laner, Jonas Lanig, Sabine van Lück, Angelia Lütkenhorst, Roman Mangold, Stefan Neubacher, Jürgen Peters, Pia-Maria Rabensteiner, Werner Schenk, Joachim Schmidt, Alban Schraut, Siegfried Steiger, Barbara Strauch, Konrad Vanja, Rainer Völkel, Helmut Wehr, etc.]

Language: German

Published: Baden-Baden, Germany: Ergon, 2018

ISBN: 978-3-95650-460-0 3-95650-460-7 3-95650-459-3 978-3-95650-459-4

Series: Bibliotheca academica. Reihe Pädagogik , 13

Language: Hungarian

ISSN: 1583-6436