Abstract/Notes: This dissertation was a comparative study from the perspectives of history and philosophy of the educational theories of John Amos Comenius, Friedrich Froebel, and Maria Montessori. The purpose of this dissertation was: 1 - to determine whether or not there were parallel ideas in the educational theories of Comenius, Froebel, and Montessori; 2 - to show to what extent these ideas were actually similar or divergent; and 3 - to consider the additional question of whether or not Froebel and Montessori recognized their theories as part of a sequence of thought originating with Comenius. Using the extant published works of the three educators, descriptions were given of their educational theories in relation to the following topics: the position and principles of methodology; the role of sense realism and the changes in emphasis each educator made in the use of the sense realist concepts of teaching; the role of the religious point of view; the manner of teaching moral values; the role of intellectual and social influences of their respective historical periods in the formation of their educational theories; and the insights of the three educators which can be considered important in the educational world of the latter half of the twentieth century. These descriptions were followed by comparisons of the similarities and differences of the three educators in relation to the above-mentioned topics. The conclusions of the dissertation were the following: 1 - There were parallel ideas present in the educational theories of the three educators. The Comenian concepts and educational emphases which seemed to find restatement most often in the works of Froebel and Montessori were the belief in the importance and the necessity of the use of the correct method of teaching; the theory that if the correct method were used, anything could be taught to nearly anyone; the basic position of the concepts of sense realism in the teaching methodology; and the supreme importance of a definite religious perspective as the groundwork and frame of reference for the whole educational system. 2 - There appeared to be no recognition of influence of the work of Comenius by Froebel and Montessori. In relation to Froebel's gifts or didactic apparatus and his principle of self-activity, there appeared to be a slight recognition of influence by Montessori in the creation of her didactic material and the formulation of her principle of spontaneous activity in a carefully prepared environment. 3 - Concerning the insights of the three educators which may be considered important for education in this century, Comenius was cited for his outstanding ability to systematize knowledge, his championship of the humanitarian ideal of freedom, and his pansophic ideal of universal knowledge through a universal college system with uniform textbooks in a universal auxiliary language. The study of Froebel's work can provide more insights into the educational possibilities of the preschool age child obtained through self-activity. The study of the work of Montessori provides help in the greater educational use of the period of postnatal infancy, and the greater application of the disciplines of anthropology, physiology, and psychology to education. Montessori's work can also prove to be significant in the search for more effective means of education for the culturally deprived child. All three educators seemed to possess an ability to synthesize - to see things in their whole relationships. Specifically they applied this insight to means of educating all facets of human personality.

Language: English

Published: Denver, Colorado, 1970

Abstract/Notes: Asperger’s Syndrome (AS) is a medically recognized disorder on the Autism Spectrum. One in 88 children age eight are diagnosed with AS (National Institute of Neurological Disorders and Stroke, 2014). A key feature of AS is a deficiency in social skills. In the past ten years five main types of social skills interventions have been researched for their impact on young children with AS. Data suggest these treatments help children with AS acquire social skills. More research is needed on the types of learning environments that incorporate or lend themselves to utilizing these types of social skills interventions. One potential model, the Montessori Method of education was initially designed to teach children with significant developmental, social, and educational disabilities, with an intentional focus on individualized learning and socialization. To date, the potential overlap between empirically supported interventions to teach social skills to children with AS and the Montessori Method of education has not been researched. A comprehensive literature review was conducted to compare five researched interventions for social skill acquisition in children with AS with the Montessori Method of education. Findings suggest that of these five interventions, three bear significant resemblance to the Montessori Method of education while the other two do not. Implications and recommendations for parents, teachers, educational administrators, and social workers and other mental health practitioners who assist children with AS are provided.

Language: English

Published: Philadelphia, Pennsylvania, 2014

Abstract/Notes: This chapter reports on a study that investigated how a three-stage multimodal dialogic pedagogy first described by Montessori in 1909 is applied in present-day high-fidelity Montessori classrooms. This three-part lesson is a multimodal dialogic routine through which young children learn to perceive and label phenomena in ways that lead them incrementally into the domains of educational knowledge. The study comprised an analysis of recordings of two qualified and experienced Montessori teachers, one a preschool teacher and one a teacher of a multigrade (Years 1, 2, 3) class, both of whom apply this pedagogy in a suburban Montessori school in Australia. The analysis compares the application of this century-old approach to 21st-century understandings of dialogic pedagogy and provides insights into how teachers apply and adapt the original lesson blueprint in 21st-century Montessori settings.

Language: English

Published: New York, New York: Routledge, 2023

Edition: 1st ed.

ISBN: 978-1-03-228409-5 978-1-03-228410-1 978-1-00-329674-4

Series: Routledge Research in Education

Language: Korean

ISSN: 1226-2722

Abstract/Notes: Esta investigación tuvo como propósito comprender la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica de Salamina, Caldas. Para tal propósito se tuvo en cuenta como fuente principal de información los estudiantes activos de la institución. El camino investigativo a tener en cuenta fue el enfoque de la complementariedad (Murcia y Jaramillo 2008; Murcia (2020) dada la complejidad del fenómeno a estudiar y la posibilidad que presenta el enfoque, al valerse de los métodos necesarios con el máximo propósito de atender ¿Cuál es la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica?. Se complementaron los métodos fenomenológico social (Schutz, 2003) acudiendo a los motivos por y para, que permitió dar razón de la dinámica de los imaginarios sociales; la teoría fundamentada (Strauss y Corbin, 2002) para soportar algunos aspectos del análisis de información, como la comparación constante entre categorías y el procesamiento desde la codificación simple, axial y selectiva; desde la teoría del discurso de Wodak y Meyer, 2003, Iñaquez(2006) y los modelos de análisis realizados por Murcia (2010), se consideró la función referencial, expresiva y pragmática del discurso para recoger y procesar e interpretar la información, en consideración a que ellas representan una opción para el acceso a las formas de ser/hacer, decir/representar, que constituyen las bases donde tienen presencia los imaginarios sociales (Murcia, 2010). Finalmente, en síntesis, la movilidad de las coordenadas sociales definidas como centrales, muestra que hay una movilidad importante en la forma de asumir las acciones e interacciones respecto de los coflictos y la paz en la comunidad estudiada. Si bien, se evidencia que la forma hegemónica de transformar los conflictos han sido acciones mediadas por formas violentas ancladas quizá en las viejas prácticas sociales, estas no generan la tranquilidad de un buen arreglo, que podría catalogarse como un estado de paz interna, sino que por el contrario, generan tristeza, enojo e inseguridad, aspectos que definitivamente proyectan otras formas novedosas de transformar los conflictos como: evitar las confrontaciones, buscar un intermediario para que ayude a dinamizarlos, acudir al diálogo, a la reflexión antes de generar una respuesta agresiva. Lo anterior refleja la orientación siempre dinámica de unos imaginarios radical-instituyentes, orientados a trasformar el conflicto hacia arreglos concertados, en los cuales se generen oportunidades pacíficas de cambio, que asuman el re-conocimiento, el perdón como posibilidad, esto, en consideración a que estas formas radicales de transformación, traen consigo tranquilidad y felicidad; aspectos centrales en la consideración básica de la práctica social como expresión de la humanidad (Murcia, Jaimes y Gómez, 2016). / The purpose of this research was to understand the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica de Salamina, Caldas. For this purpose, the active students of the institution were taken into account as the main source of information. The investigative path to take into account was the complementarity approach (Murcia and Jaramillo 2008; Murcia (2020) given the complexity of the phenomenon to be studied and the possibility that the approach presents, by using the necessary methods with the maximum purpose of attending What is the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica?. The social phenomenological methods (Schutz, 2003) were complemented by resorting to the reasons for and for, which allowed us to explain the dynamics of social imaginaries; grounded theory (Strauss & Corbin, 2002) to support some aspects of information analysis, such as the constant comparison between categories and processing from simple, axial and selective coding; from Wodak's theory of discourse and Meyer, 2003, Iñaquez (2006) and the analysis models carried out by Murcia (2010), the referential, expressive and pragmatic function of the discourse was considered to collect, process and interpret information, considering that they represent an option for access to ways of being/doing, saying/representing, which constitute the bases where social imaginaries are present (Murcia, 2010). Finally, in summary, the mobility of the social coordinates defined as central shows that there is an important mobility in the way of assuming actions and interactions regarding conflicts and peace in the studied community. Although it is evident that the hegemonic way of transforming conflicts has been actions mediated by violent forms perhaps anchored in old social practices, these do not generate the tranquility of a good settlement, which could be classified as a state of internal peace, but instead On the contrary, they generate sadness, anger and insecurity, aspects that definitely project other novel ways of transforming conflicts such as: avoiding confrontations, looking for an intermediary to help energize them, resorting to dialogue, to reflection before generating an aggressive response. The foregoing reflects the always dynamic orientation of some radical-instituting imaginaries, aimed at transforming the conflict towards concerted arrangements, in which peaceful opportunities for change are generated, which assume recognition, forgiveness as a possibility, this, in consideration of that these radical forms of transformation bring tranquility and happiness; central aspects in the basic consideration of social practice as an expression of humanity (Murcia, Jaimes and Gómez, 2016).

Language: Spanish

Published: Manizales, Colombia, 2023

Abstract/Notes: This article discusses the developmental importance of Montessori didactic materials in the mental, physical, intellectual development of preschool children. / Annotatsiya Ushbu maqolada maktabgacha tarbiya yoshidagi bolalarni ruhiy, jismoniy, aqliy rivojlantirishda Mariya Montessori didaktik materiallarining rivojlantiruvchi ahamiyati haqida yoritilgan. / В данной статье описывается развивающая роль дидактических материалов Марии Монтессорив умственном, физическом и интеллектуальном развитии дошкольников.

Language: Uzbek

Abstract/Notes: This article is about the Maria Montessori education system and its innovative approach to the comprehensive development of children in preschool education. / Annotatsiya Ushbu maqolada maktabgacha tarbiya yoshidagi bolalarni ruhiy, jismoniy, aqliy rivojlantirishda Mariya Montessori didaktik materiallarining rivojlantiruvchi ahamiyati haqida yoritilgan. / Эта статья о системе образования Марии Монтессори и ее инновационном подходе к всестороннему развитию ребёнка в дошкольном образовании.

Language: Uzbek

Abstract/Notes: Having been influenced by one's own environment, man lives and learns necessary things to survive. In particular, the knowledge of man can be accumulated by experience. The experience can be obtained by sensory education. Comenius recognised the importance of sense organ and became the first person to use audio-visual education in the time that theory and speech orientated education was common. And, Montessori has made sensory education popular by developing instruments of education for sensory education. The common ground of both is that education has been done by recognising the importance of obtaining knowledge through sensory education. In addition, obtaining knowledge can be done by restoring the nature of humanity, self-esteem and dignity. They have suggested scientific tools for education by making children obtain knowledge and experience through observing nature and objects. The difference is that while Comenius has been focused only on visual education based on epistemological experience, revealing its limitation, Montessori has developed various sensory tools and organised programme. It is noticed that new paradigms of learner oriented education are important It is challenged that recovering creativeness by respecting self-regulation is very much needed. The diversity of sensory education is sought to meet the felt need of education field. / 사람은 살아가는 환경의 영향을 받으며 거기서 생존에 필요한 것들을 습득한다. 특히, 인간의 지식은 경험에 의해 축적되며, 이러한 경험은 감각교육을 통해 이루어진다. 코메니우스는 감각기관의 중요성율 인식하고 최초로 시청각교육의 실천을 통해 당시의 이론과 언어 중심의 교육에 새로운 전기를 마련하였다. 또한, 몬테소리는 감각교육을 위한 교구개발과 체계적 교육 프로그램 개발을 통한 감각교육의 활성화를 이루었다. 이들의 공통점은 감각기관을 통한 지식습득의 중요성을 인식하고, 지식습득은 인간의 창조적 본성의 회복, 자존감과 존엄성 및 자율성을 중시한 감각교육 실천을 통해서 이루어진다고 주장한 정이다. 즉, 인위적인 교육 방법을 배제하고 자연과 사물에 대한 관찰과 교류를 통해 지식과 경험을 습득하게 하는 것이며, 교육실천올 위한 과학적 교육방법을 제시하였다는 점이다. 차이점은 코메니우스는 감각교육올 시각화 하는데 머무름으로 감각교육의 한계점을 드러내었다는 것과 여전히 인식론적인 경험에 근거를 두었다는 점이다. 반면 몬테소리는 감각기관의 경험율 위해 다양한 감각교구 개발과 체계적인 프로그램을 제시하였다는 점이다. 본 연구를 통해 학습자 중심의 교육개혁의 중요성을 인식하고, 자율성올 존중함으로서 창조적 능력을 희복혜야 할 필요성올 촉구 하며, 교육 현장의 욕구 충족을 위해 감각교육의 다변화를 모색한다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The main thesis deals with the educational theories of Rudolf Steiner. These theories are dealt with in Parts III to VIII of the thesis. Before this, in Part 1, there occurs a brief description of the background and life of Steiner; and, in Part II, a,, philosophical discussion of the basic tenets and assumptions upon which Steiner's educational theories rest. The areas dealt with in Parts III to VIII are divided into three. The first is an exposition of Steiner's ideas; the second is a comparison and appraisal of Steiner's theories with other educationalists; the third is an examination and evaluation of some of the concepts which are fundamental to Steiner's theories. The first of these areas i. e. the exposition of Steiner's ideas, is subdivided into three: his views on the nature of the child and the'way in which the child grows and develops; methodologies of teaching; and content and curriculum. An exposition of Steiner's theories on the nature of the child and its development occurs in Part III. - This is followed, in Part IV, by an evaluation of his theories by comparing them with other educationaliits. In Part V an examination of Steiner's theories on methodologies of teaching, by considering his views of "The Temperaments", occurs; - reference and comparisons to other educationalists are made in the same section. In. Part VI descriptions of the Waldorf curriculum are given and this is followed by an evaluation at the end of the section. The evaluation examines 'a number of concepts upon which the Waldorf curriculum has bpen formulated in the context of modern day curriculum objectives, design and learning experiences. In Part VII a brief historical perspective : is obtained of Steiner's theories by comparing his views with those of Plato, Rousseau and Montessori. This perspective is placed in a modern day context in Part VIII, and is obtained by an examination of many of the concepts fundamental to Steiner's theories. This includes a detailed critique of two of the main assumptions upon which Steiner's theories of education rest; an examination of the relationship of the individual to society in an educational context; and a discussion of the nature and aims of the educational process.

Language: English

Published: Bradford, England, 1978

Language: German