Abstract/Notes: From the Proceedings of the 2nd International Conference "Alternative Education - Dilemmas of Theory and Practice", Łódź, October 12-14, 1995. This is part of the 2-volume proceedings. Volume 1 is titled, "Dylematy teorii" [Dilemmas of theory]. Volume 2 is titled, "Dylematy praktyki" [Dilemmas of practice].

Language: Polish

Published: Lodz, Poland: Oficyna Wydawnicza Impuls, 1995

ISBN: 978-83-85543-78-7 83-85543-78-3 978-83-85543-77-0 83-85543-77-5

Language: English

Language: German

ISSN: 0513-9066

Abstract/Notes: In the following contribution it will be shown that and how the theocratic heritage has perpetuated itself in more or less changed form in newer educational theories. Its transformation can be understood as its secularization, which passes on the absolute as epistemological totalitarianism in the form of violence, provided that it was armed with power of action. As examples here serve the multifaceted cultural or humanistic pedagogy ("Kulturpädagogik" or "Geisteswissenschaftliche Pädagogik" - GP), which is still important today, as well as three important concepts of reform pedagogy (respectively the "New Education Movement"), namely those of Maria Montessori, Rudolf Steiner and Pavel Blonsky.

Language: English

DOI: 10.22309/PTSZEMLE.2018.3.1

ISSN: 2415-9093

Abstract/Notes: U uvodnom se dijelu govori o pojmu djetinjstva, o prenatalnoj psihologiji te o različitim odgojnim pristupima malom djetetu. Predstavljeni su početci razvoja dječjih vrtića u Hrvatskoj te rezultati mijenjanja konteksta i njihove odgojno-obrazovne prakse. Potom su predstavljeni alternativni vrtići (Montessori, Waldorf, Raggio), a zatim i prijedlog logopedagoškog vrtića u kome bi dječji razvoj bio potpomognut logopedagoškim vrijednostima. [The introductory part talks about the concept of childhood, prenatal psychology and different educational approaches to a small child. The beginnings of the development of kindergartens in Croatia and the results of changing the context and their educational practice are presented. Then, alternative kindergartens (Montessori, Waldorf, Raggio) were presented, followed by a proposal for a speech therapy kindergarten in which children's development would be supported by speech therapy values.]

Language: Croatian

ISSN: 1330-0059

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

Abstract/Notes: Montessori stated that the most critical purpose of education is making the children discover themselves and achieve their freedom. Children, whether they are typically developed or have mental disorders, are born with a competence named “absorptive mind” which helps mental activities to emerge. For mental activities to begin to emerge, the child is given a number of keys in a “prepared environment”. When all children are given freedom in a prepared environment, then they feel “happy and motivated” towards a specific skill or knowledge in their sensitive period. When they are allowed to use the equipment freely, they will do practice with it and never get tired of repeated practices. “Repetition” has a key role in “enhancing focused attention, mental strength and ability to grasp and understand”. This review article describes and discusses the Montessori pedagogy and its one type of material, practical life skills.

Language: English

DOI: 10.5281/zenodo.3544457

ISSN: 2501-2428

Abstract/Notes: Maria Montessori’s concepts in the field of anthropology, pedagogy and pedeutology can still be a source of in-depth self-reflection of every teacher. In order to be a true educator, especially in the Montessori sense, it is not enough to be methodically prepared. Start with yourself. It is this idea of internal reconstruction, rejection of „pride, pride and anger”, which many reside in us, and the deep love of a child, supported by methodological observation, will become his servant, associate, helper, adviser, guide, organizer and initiator (impulse) it will always be relevant in achieving spiritual independence and perfection. / Koncepcje Marii Montessori w zakresie antropologii, pedagogiki, pedeutologii i dzisiaj mogą być źródłem pogłębionej autorefleksji każdego nauczyciela. Pragnąc być prawdziwym wychowawcą, zwłaszcza w sensie Montessori, nie wystarczy być metodycznie przygotowanym. Należy zacząć od samego siebie. Właśnie ta idea przebudowy wewnętrznej, odrzucenia „dumy, pychy i gniewu”, które w wielu z nas tkwią, a głębokie ukochanie dziecka poparte metodyczną obserwacją, stanie się jego sługą, współpracownikiem, pomocnikiem, doradcą, przewodnikiem, organizatorem i inicjatorem (impulsem) w osiąganiu duchowej niezależności i doskonałości, będzie zawsze aktualna.

Language: Polish

DOI: 10.52934/eto.143

ISSN: 2720-2429, 2658-0071

Abstract/Notes: Montessori is a scientifically based education approach to allow the child’s optimal development (intellectual, physical, emotional and social). It was developed by Italian physician Maria Montessori (1870-1952) [1]. Montessori education is based on the belief that all young children are unique individuals with an immense potential and the teacher needs to guide each child through the learning process by using environment that fit their specific needs. The Montessori method is based on several principals: learning from peers (imitation models); free choice; teacher guidance; order in the environment; movement and cognition, age mix etc [1]. Maria Montessori did not fully develop her ideas for the education of teenagers, but developing a Montessori education for an older age has a potential to make a positive contribution [2]. Moreover, the Montessori method is now being adapted for use with dementia patients, with the aim of improving functioning in activities of daily living, such as feeding, and in cognition [3]. These observations can suggest that the Montessori method could be applied to all learning stages of life.There are very few methodologically robust evaluations for this pedagogic method but it seems to benefit self-confidence, creativity, intrinsic motivation, adaptability, academic skills, affect development etc. These are all required qualities we strive to achieve as a surgeon.

Language: English

ISSN: 2638-1451

Abstract/Notes: This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play.

Language: English

DOI: 10.3390/children9020133

ISSN: 2227-9067