Abstract/Notes: This chapter explores the limitations of the modern and mass education systems and the consequent calls for alternative purposes of education. The modern education system is marred by reductionism, objectification, fragmentation, materialism, segregation, self-centrism, and anthropocentrism. These inevitably lead to the reproduction and propagation of inequality, arbitrary separations of me and them, fragmented societies, loss of reverence, awe and wonder for the world, and a limited understanding of an interconnected world. Instead, I explore alternative visions of education that prioritise an ecological and spiritual perspective regarding integral and holistic education that will eventually lead to harmony within oneself and wider society. I draw on my own personal reflections and experiences, data from practitioners in alternative schools, and the works of various Indian and international thinkers.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Abstract/Notes: Examines the alternative methods of teaching in Great Britain introduced by Austrian-born philosopher Rudolf Steiner and Italian pediatrician Maria Montessori. Teachers' preference for the alternatives over traditional teaching methods; Adoption of Steiner's method by primary school teacher Roger Targett; Concerns for the well-being of the class; Lessons; Public examinations; Approach to discipline; More.

Language: English

ISSN: 0040-7887

Abstract/Notes: Mnogi pedagogi, filozofi ali celo zdravniki so zaradi nezadovoljstva s tradicionalno šolo in šolskim sistemom poskušali ponuditi svoje pedagoške koncepte za izboljšanje izobraževalnega sistema. Nagnjenost k spremembi tradicionalne šole, osredotočene na vsebino, je privedla do ustvarjanja pedagoškega pluralizma, ki je v demokratični družbi neizogiben in se nenehno spreminja. Vzpostavljajo se številni pedagoški koncepti, ki se približujejo učencem in jih postavljajo v središče vzgojno-izobraževalnega procesa. Čeprav alternativno izobraževanje od 19. stoletja deluje skupaj z državnim izobraževalnim sistemom, ti modeli pogosto niso znani širšemu krogu ljudi in starši običajno niso seznanjeni s ponudbo šol, kar vodi do zavrnitve takšnega sistema izobraževanja. Da bi podrobneje pojasnili in izpostavili alternativne šole na Hrvaškem, smo najprej proučili njihov zgodovinski razvoj, in sicer v kontekstu reformske pedagogike ob koncu 19. in začetku 20. stoletja. Danes na Hrvaškem delujeta le montessori in waldorfska alternativna šola, ki sta glavni ustvarjalki pluralizma v izobraževanju, ki je še vedno v začetnih fazah razvoja. S tem razlogom je to magistrsko delo skromen prispevek k širjenju idej alternativnega izobraževanja. [Dissatisfied with the traditional school and the system, many pedagogues, philosophers or even doctors have tried to offer their pedagogical concepts to improve the education system. The tendency to change the traditional content-focused school has led to the creation of pedagogical pluralism, which in a democratic society is inevitable and constantly changing. There are numerous pedagogical concepts that are approaching students and put them at the heart of the educational process. Although alternative education has been operating since the 19th century, along with the state education system, these models are often not known to a wider circle of people, and parents are usually not familiar with what schools offer, which leads to the refusal of such an education system. In order to clarify and highlight the alternative schools in Croatia, we first examined their historical development, which was studied in the context of reform pedagogy at the end of the 19th and the beginning of the 20th century. Today, only montessori and waldorf alternative schools operate in Croatia, which are the main creators of pluralism in education, which is still in its early stages of development. For this reason, this task is a modest contribution to spreading the ideas of alternative education.]

Language: Slovenian

Published: Maribor, Slovenia, 2019

Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1992

ISBN: 3-88479-669-0

Language: Slovenian

Published: Ljubljana, Slovenia, 1997

Abstract/Notes: El presente Trabajo de Finde Grado es un proyecto de revisión teórica, que pretende comparar las pedagogías alternativas de Montessori y Waldorf, las cuales conviven con la pedagogía tradicional que se desarrolla en nuestro país. En un primer momento, se definirá lo que es la pedagogía tradicional y la alternativa. Luego, tras una breve introducción en cada apartado sobre los fundadores de cada metodología, se analizará una serie de factores comunes, tales como en qué consiste su enseñanza; el rol que desempeñan el profesorado, el alumnado y las familias; el entorno; los recursos y actividades que usan cada una de ellas y su método de evaluación. [The present Bachelor’s degree final Project is a theoretical review, which aims to compare the alternative pedagogies of Montessori and Waldorf, which coexist with the traditional pedagogy developed in our country. At first, we will define what traditional and alternative pedagogy is. Then, after a brief introduction in each section about the founders of each methodology, a series of common factors will be analyzed, such as what their teaching consist of; the role played by teachers, students and families; the environment; the resources and activities used by each one of them and their evaluation method.]

Language: Spanish

Published: San Cristóbal de La Laguna, Spain, 2020

Abstract/Notes: The purpose of the study was to examine students' expected and observable civic engagement in a Montessori Erdkinder-based middle school classroom. Research questions included: (a) In what ways is civic engagement addressed in the Montessori Erdkinder-based middle school explicit curriculum? (b) How does the expected civic engagement in the Montessori Erdkinder-based middle school explicit curriculum align with The Civic Mission of Schools six educational approaches? (c) In what ways do students experience civic engagement at the end-of-the-school year in Grades 7, 8 and 9 in a Montessori Erdkinder-based middle school classroom? The study used a case design with three embedded units of analysis. The purposefully selected participants included the teacher and 19 students. The curriculum was analyzed using document analysis and context was provided through teacher interviews. The curriculum was aligned with The Civic Mission of Schools' six approaches. Students' civic engagement was examined through observations, students' interviews and documents. Cross-case analysis examined civic engagement experiences between each grade level. These analyses were compared findings to civic education literature and The Civic Mission of Schools' six approaches. The study found the curriculum provided opportunities for civic engagement including civic and political skills, civic dispositions and community participation. When compared with The Civic Mission of Schools, the curriculum provided mixed results. Only the students' voices in school governance and service-learning were evident. Students had similar opportunities for civic engagement because of the mixed-age nature of Montessori learning. Evidence of student civic engagement included a student created and maintained democratic classroom environment, community service and service-learning, informal discussion of current events and participation in the Montessori Model United Nations. Although the curriculum did not directly align with The Civic Mission of Schools, it provided an example of (a) an apolitical curriculum for creating world citizens and (b) a model for civility for classroom governance and student behavior. A community of practice was developed based on occupation-based learning in which students learned their roles and experienced stress in a democratic workplace. Recommendations for future research include political socialization and alternative learning environments.

Language: English

Published: Charlottesville, Virginia, 2011

Abstract/Notes: In this second edition of her educational text, Noddings suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children.

Language: English

Published: New York, New York: Teachers College Press, 2005

Edition: 2nd

ISBN: 978-0-8077-4609-7

Abstract/Notes: This thesis investigates historical backgrounds, philosophies, and practices of three well-established prekindergarten/early childhood programs--Montessori, Waldorf, and Head Start. Investigative methods included library and internet research, classroom observations, and interviews with program administrators, teachers, and parents. Findings showed good consistency between philosophies and practices, notable differences among programs, and certain pedagogical and theoretical issues unique to each. Data indicated that Montessori promotes children's natural development and self-teaching through sequential didactic materials presented in a prepared environment with a focus on sensory, motor, and intellectual experiences; Waldorf fosters children's creativity, imaginative play, and sensitivity to nature through songs, poems, verbally-told stories, and eurythmy (a dance-like art form); and Head Start provides comprehensive services to disadvantaged children and their families through planned educational experiences, health and nutrition services, family and community program involvement. Research was not directed toward establishing program effectiveness or determining which program demonstrated the best early childhood practices.

Language: English

Published: Saratoga Springs, New York, 2003

Abstract/Notes: This chapter involves a deeper investigation into the work of various Indian educationists and thinkers, exploring their visions, recommendations, and direct and indirect impact on practice and policy. Notably, they call for an education for both an inner renewal and a social change, both through the process of education and as a result of it. This brings about an education that is intrinsically harmonious and also leads to an education for harmony. The chapter also introduces some of the alternative schools that the book draws upon, not only providing context to the schools, but also striving to create an immersive experience for the reader.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6