Abstract/Notes: La Dirección Nacional de Derechos de Autor (dnda) condenó al Colegio Montessori por la violación del derecho moral de divulgación del señor Loerbroks. Esta decisión es importante ya que es una de las pocas sentencias en las que se han protegido los derechos morales de los autores en Colombia. La decisión deja entrever la línea jurisprudencial que la dnda poco a poco ha trazado para la protección de los derechos de autor, y en especial de los derechos morales de que goza el autor de la obra. Ello obedece a que, a diferencia de los derechos patrimoniales, estos son perpetuos, inalienables e irrenunciables. Así se evidencia en el caso del artista Gabriel Antonio Calle contra el centro comercial San Diego y en el expuesto en esta reseña. [The Colombian Copyrights Office (dnda) decided against the Colegio Montessori of Cartagena for infringing the moral rights of disclosure of Marcus Igno Rudolf Loerbroks. This case is important because it is one of the few decisions in which authors moral rights have been protected in Colombia. This ruling reveals the jurisprudential line that the dnda has gradually established for the protection of copyrights in our country, and especially for the moral rights enjoyed by the author of the art work as their owner. This is because, unlike the economic rights, moral rights are perpetual, inalienable and unassignable; as exposed in the case of the artist Gabriel Antonio Calle against the shopping mall San Diego and the case exposed in this review.]

Language: Spanish

DOI: 10.18601/16571959.n23.12

ISSN: 2346-2116

Language: Spanish

Published: Mexico City, Mexico: Fondo de Cultura Económica, [1974]

Language: Dutch

Abstract/Notes: For more than a quarter of a century, she served as the head of the Primary division at Westminster School.Contributions in ReJeania's memory may be made to the ReJeania Steiner Memorial Fund, care of the Oklahoma City Community Foundation, PO Box 1146, Oklahoma City, OK 73101, www.occf.org.

Language: English

ISSN: 1054-0040

Language: German

Published: Heidelberg, Germany: Quelle & Meyer, 1968

Edition: 2nd ed.

Series: Anthropologie und Erziehung , 11

Language: English

Published: Warwick, England, 2001

Abstract/Notes: [Waldorf education and Montessori education, which are holistic education theories, began in Europe in the early 20th century. The two educational theories each established a philosophical basis for education under the anthroposophical and anthropological backgrounds, and also imply similar philosophical backgrounds, such as religious and worldview educational ideas. However, there are differences in methodology. In other words, while the Waldorf educational method fosters creativity through an artistic approach, Montessori emphasizes the intellectual lessons of young children through sensory teaching aids. In other words, the Waldorf early childhood education established by Steiner has developed a teaching methodology through artistic activities for the practice of holistic education and is spreading worldwide. Montessori pedagogy also emphasizes the whole-person education of young children, and sensory teaching tools have been developed and are also being used all over the world. In particular, Montessori developed teaching and learning methods while providing a prepared environment suitable for young children. In other words, Montessori education emphasized giving young children freedom along with intellectual development through the use of sensory aids. The two educational theories emphasized education to make people aware of the holistic life of human beings along with the awareness of human capabilities through broad educational goals. While Steiner's and Montessori's educational ideas and teaching methods have been disseminated around the world since the 20th century, they are also influencing the Korean early childhood education field. Therefore, in this article, I tried to emphasize the importance of holistic education for modern children who are suffering from intellectual learning from early childhood through the holistic education ideas of Steiner and Montessori, which are practiced in the field of early childhood education.] 전인교육론인 발도르프 교육학과 몬테소리 교육학은 20세기 초반 유럽에서 시작되었다. 두 교 육론은 각각 인지학적-인류학적인 배경 하에 교육철학적 기반을 구축하였으며, 또한 종교적 그 리고 세계관적 교육사상을 함축하는 등 서로 비슷한 철학적 배경을 함축하고 있다. 그러나 방법 론에서는 서로 상이한 점 있다. 즉 발도르프 교육방법은 예술적 접근을 통해 창의성을 육성하고 하는 반면, 몬테소리는 감각교구를 통하여 유아의 지적수업을 중요시 한 점이다. 즉 슈타이너에 의해 정립된 발도르프 유아교육은 전인적 교육의 실천을 위해 예술적 행위를 통한 교수방법론 이 계발되어 전 세계적으로 보급되고 있다. 몬테소리 교육학 역시 유아의 전인교육을 강조 하면 서, 감각교구가 계발되어 역시 전 세계적으로 활용되고 있다. 특히 몬테소리는 유아에게 맞는 준비된 환경을 제공하면서 교수학습방법을 계발하였다. 즉 몬테소리 교육은 유아에게 감각교구 의 활용을 통한 지적발달과 함께 유아에게 자유를 줄 것을 강조하였다. 두 교육론은 폭 넒은 교육목표를 통해 인간능력의 의식화와 함께 인간의 전인적 삶을 인식시 키기 위한 교육을 강조하였다. 슈타이너와 몬테소리의 교육사상 및 교육방법은 20세기 이후 전 세계적으로 보급되고 있는 가운데에, 현재 한국 유아 교육 현장에도 많은 영향을 미치고 있다. 따라서 본 글에서는 유아교육현장에서 실행되고 있는, 슈타이너와 몬테소리의 전인교육사상을 통하여, 현대 교육에서 어린 유아기부터 지적 학습에 시달리고 있는 현대 유아들을 위한 전인육 의 중요성을 강조하고자 하였다.

Language: Korean

ISSN: 2093-1271

Abstract/Notes: Reprinted in SKOLE: The Journal of Alternative Education (Spring 1997)

Language: English

ISSN: 0898-0926

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Language: German

Published: [Wien, Austria]: [s.n.], 1995