Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.

Language: English

DOI: 10.3102/01623737221093382

ISSN: 0162-3737

Abstract/Notes: The article addresses the issue of alternative education in the context of cultural codes. On the basis of ethnographic research conducted in primary Montessori schools in Poland the author analyses the significance of local culture for the global range pedagogy, and in this way questions the thesis according to which Montessori is indifferent to cultural differences. The results of the research show, that all three cultural codes, including the totalitarian and folwark ones are present in many different situations investigated during the research. At the same time Polish Montessori schools are undoubtedly these places in which the modernization code is overwhelmingly present.

Language: English

DOI: 10.26881/pwe.2020.49.11

ISSN: 1734-1582, 2451-2230

Language: Hungarian

ISSN: 0082-1632

Abstract/Notes: Apresenta-se aqui o resultado da pesquisa feita numa escola de educação infantil e ensino fundamental de São José (SC) que objetivou verificar as contribuições da pedagogia Montessori às dimensões da escola como um espaço educador sustentável (EES). Revisitaram-se as ideias de educadores que pensaram uma escola à realidade da educação de seu tempo histórico e cultural, especialmente as de Maria Montessori. Na educação ambiental, destacaram-se a sustentabilidade, a escola sustentável e o nosso modo de ser, estar e permanecer na “casa de vida”, sob o olhar de Sauvé, Sato e outros. Ancorou-se em Foucault, com seu entendimento sobre os discursos de verdade, e em Bachelard, que interligou ciência e arte. A pesquisa evidenciou que a escola em foco está em processo de transição de constituir um EES quanto à dimensão do currículo, do projeto político pedagógico e da interação escola-comunidade e em virtude de seus caminhos e escolhas, entretanto algumas limitações existem, principalmente no espaço arquitetônico. Nas falas da comunidade escolar, viu-se que a escola busca criar seu próprio caminho, suas próprias estradas, e, embora não apresente total consonância entre sua proposta e os objetivos do Programa Nacional Escolas Sustentáveis, ambos possuem aspectos em comum. Concluiu-se que o projeto do centro educacional continua se efetivando entre saberes e fazeres da pedagogia Montessori. [We present here the result of a research carried out in a kindergarten and elementary school in São José (SC) which aimed to verify the contributions of Montessori pedagogy to the dimensions of the school as a sustainable educational space (EES). The ideas of educators who thought a school to the reality of education in its historical and cultural time were revisited, especially those of Maria Montessori. In environmental education, sustainability, the sustainable school and our way of being, being and staying in the “home of life” were highlighted, under the eyes of Sauvé, Sato and others. It was based on Foucault, with his understanding of truth discourses, and on Bachelard, who linked science and art. The research showed that the school in focus is in a transition process of constituting an EES regarding the dimension of the curriculum, the pedagogical political project and the school-community interaction and due to its paths and choices, however some limitations exist, mainly in the space architectural. In the speeches of the school community, it was seen that the school seeks to create its own path, its own roads, and, although it does not present total consonance between its proposal and the objectives of the Sustainable Schools National Program, both have aspects in common. It was concluded that the project of the educational center continues to be carried out between the knowledge and practices of Montessori pedagogy.]

Language: Portuguese

DOI: 10.15600/2238-121X/comunicacoes.v22n2ep391-413

ISSN: 2238-121X, 0104-8481

Language: English

ISSN: 1941-0646

Language: English

Abstract/Notes: The paper traces the influence of theories of J. Locke, J. Rousseau and the Abbe de Condillac on the development of educational programs for persons with mental retardation under J. Itard and E. Seguin. Itard's emphasis on sensory activities is discussed, as is his collaboration with Seguin. The effects of their work on M. Montessori, specifically on her stress on the senses of touch and vision are considered. Contemporary practices which emphasize sensory training are traced to these earlier theorists. Appended materials include illustrations of Montessori's sandpaper letters, Sequin's texture board and training apparatuses, and gymnastic exercises designed to improve perceptual motor development.

Language: English

Published: Montreal, Quebec, Canada: American Educational Research Association, Apr 1983

Pages: 30 p.

Abstract/Notes: This is an insert which contains the January 1914 issue (vol. 1, no. 2) of Freedom for the Child (18 pages).

Language: English