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1645 results

Book

Empire, Civil Society, and the Beginnings of Colonial Education in India

Asia, India, Montessori method of education - Criticism, interpretation, etc., South Asia

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Abstract/Notes: This book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in England.

Language: English

Published: New York: Cambridge University Press, 2019

ISBN: 978-1-108-49833-3

Article

Playful Learning and Montessori Education

Available from: ERIC

Publication: NAMTA Journal, vol. 38, no. 2

Pages: 137-174

Angeline Stoll Lillard - Writings, Early childhood care and education, Early childhood education, Educational philosophy, Fantasy in children, Imagination in children, Maria Montessori - Philosophy, Montessori method of education, Play

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Abstract/Notes: Although Montessori education is often considered a form of playful learning, Maria Montessori herself spoke negatively about a major component of playful learning--pretend play, or fantasy--for young children. In this essay, the author discusses this apparent contradiction: how and why Montessori education includes elements of playful learning while simultaneously eschewing fantasy. She concludes with a discussion of research on the outcomes of Montessori education and on pretend-play research, clarifying how Montessori education relates to playful learning. [Reprinted from the "American Journal of Play" 5,2 (2013, Winter): 157-186 (see EJ1003949).]

Language: English

ISSN: 1522-9734

Book

International Handbook of Holistic Education

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Abstract/Notes: Providing a comprehensive overview of holistic education’s history, conceptions, practices, and research, this Handbook presents an up-to-date, global picture of the field. Organized in five sections, the Handbook lays out the field’s theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies at all levels; presents research methods used in holistic education; outlines the growing effort among holistic educators to connect holistic teaching and learning with research practice; and examines present trends and future areas of interest in program development, inquiry, and research. This volume is a must-have resource for researchers and practitioners and serves as an essential foundational text for courses in the field.

Language: English

Published: [S.I.]: Routledge, 2018

ISBN: 978-1-351-62189-2

Article

Montessori Education Theory from the Viewpoint of Philosophy of Education [part 1 of 2]

Publication: Montessori Kyōiku [Montessori Education], no. 16

Pages: 42-47

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Language: Japanese

ISSN: 0913-4220

Article

Epigenetics, Education, and the Plastic Body: Changing Concepts and New Engagements

Available from: SAGE Journals

Publication: Research in Education, vol. 107, no. 1

Pages: 72-83

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Abstract/Notes: Epigenetic processes, and the investigative practices that take these as their focus, are of increasing interest to a range of professionals beyond biomedicine. This has been piqued by, especially, the belief that bioscientific research is demonstrating new molecular mechanisms through which the social and physical environment impact upon the bodies of humans and other animals. Beyond the laboratory, epigenetic notions are entangled with wider ideas about the malleability of the soma (e.g., relating to neuroscience). In many contexts (including, to an extent, education), this intertwinement has contributed to producing and valourising a conception of a particularly plastic body. In this paper, I draw on a range of biomedical and education-related texts in order to outline and reflect upon the notions of ‘education’ and ‘epigenetics’ that are supported through and propelled by an array of writings that, to greater or lesser extents, bring these spheres of praxis into conversation. Discussions of epigenetics and stress, for instance, are framing certain kinds of educational work (e.g., with new parents) as a means of intervening in soma and society. In so doing, they implicitly extend ideas about what education is and what it can do. On the other hand, writings from educational researchers, for example, are enrolling epigenetic findings and ideas to support various positions or approaches. Many education researchers will be sceptical of some of the more hyperbolic assertations made about the significance of epigenetics. However, the fact that a nascent discourse connecting education and epigenetics is emerging is suggestive of a need for reciprocal, thoughtful, and critical exchange with bioscientists who seek to address educational issues, or whose work is being enrolled by others to do so.

Language: English

DOI: 10.1177/0034523719867102

ISSN: 0034-5237

Book Section

Holistic Education: The Paradigm Shift You Have Been Looking For – Foundations of Whole Student Education K-12

Available from: IGI Global

Book Title: Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education

Pages: 1-24

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Abstract/Notes: This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today. DOI: 10.4018/978-1-7998-4906-3.ch001

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2021

ISBN: 978-1-79984-906-3

Article

My System of Education [Address Before the National Education Association at Oakland, Cal.]

Available from: HathiTrust

Publication: Educator-Journal, vol. 16, no. 2

Pages: 63-71

Americas, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, National Education Association (NEA), North America, United States of America, ⛔ No DOI found

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Language: English

Article

The Kindergarten Education Syllabus Reform and Montessori Education: Symposium 1

Publication: Montessori Kyōiku [Montessori Education], no. 21

Pages: 17-41

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Language: Japanese

ISSN: 0913-4220

Article

The Method of Physical Education in Montessori Education

Publication: Montessori Kyōiku [Montessori Education], no. 18

Pages: 73-85

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Language: Japanese

ISSN: 0913-4220

Article

Appel aux Réformateurs de notre Education Nationale [Appeal to the Reformers of our National Education]

Available from: Bibliothèque Nationale de France (BNF) - Gallica

Publication: La Nouvelle éducation, no. 133

Pages: 39-43

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Language: French

ISSN: 2492-3524

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