Language: English

DOI: 10.1086/456450

ISSN: 1554-8279, 0013-5984

Language: English

Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)

Language: English

Published: Orlando, Florida: Comparative and International Education Society, Mar 2002

Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Language: English

DOI: 10.17161/jomr.v6i1.8539

ISSN: 2378-3923

Abstract/Notes: This handbook was designed as a guide to acquaint child care workers and parents with the broad spectrum of preschool programs now in existence. In section I, theoretical approaches to preschool education such as Montessori, Piagetian, Progressive, Developmental-Interactionist, Behaviorist, and Psychoanalytic and the effects of these different approaches on practice are reviewed and discussed. Section II contains descriptions of a wide variety of center-based and home-based preschool programs and Section III presents a brief overview of the evaluation of preschool programs. In Section IV, some considerations and recommendations for establishing an effective preschool program are presented and in Section V, the importance of preschool education is examined. Section VI contains a discussion of trends, issues and future directions of preschool education. An extensive bibliography is included.

Language: English

Published: New York, New York: Bank Street College of Education, 1977

Language: English

Published: New York, New York: A. A. Knopf, 1930

Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]

Language: French

Published: Lyon, France, 2004

Abstract/Notes: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom.

Language: English

Published: Salem, West Virginia, 1998

Language: English

Language: English

ISSN: 0519-0959