Abstract/Notes: La recente crisi pandemica di Covid-19 che ha scosso le fondamenta della nostra stessa esistenza, dall’economia, alla socialità, fino al mondo del lavoro e del tempo libero, non ha risparmiato nemmeno il mondo della scuola. Dalla primavera 2020 docenti, alunni e famiglie sono...

Language: Italian

Published: Novedrate, Italy, 2022

Abstract/Notes: This essay explores “context-rich learning” in the arts, cases of its practice, and the virtues and limits thereof. Nevertheless, much of the essay is dedicated to articulating the contexts themselves in which art as a whole and knowledge of the human kind are rooted. The essay explores five example...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2023

ISBN: 978-1-66847-644-4 1-66847-644-4 978-1-66847-645-1 978-1-66847-648-2

Abstract/Notes: This chapter focuses upon that interface between lifelong learning and older persons living with dementia (PLWD). Reviewing the area of fourth age learning – that is, learning initiatives for older persons living with physical and/or cognitive health challenges – it argues that late-life learning requires a distinctive geragogical perspective that is separate from pedagogical and andragogical principles for children and adults, respectively. This is especially warranted for PLWD who often cannot speak, not in control of their thoughts or body, and in different “irrational” relations to objects around them, and hence, necessitate a theoretical and methodological perspective that makes it possible for facilitators to validate and explore the significance of silence by focusing closely on space and visuals. While learning interventions for PLWD are marked by eclectic curricula – that range from information and communication technology, participatory arts, vocational skills to Montessori-based programming – most are limited by an excessive preoccupation with enabling the participants to restore their old “self” while overlooking how they can engage in creative activities introduced naturally through conversation and/or reminiscence. The post-humanist approach offers much potential for the planning, implementation, and interpreting of lifelong learning in dementia settings as it allows arts-based, visual, sensory, movement, and sonic practices to produce beneficial outcomes for post-verbal participants such as PLWD. Moreover, it acknowledges that successful learning initiatives in dementia care settings are premised on the facilitator’s capacity to skillfully connect with the participants and introduce activities at a pace that suited their abilities and interests.

Language: English

Published: Cham: Springer International Publishing, 2022

ISBN: 978-3-030-67930-9

Series: Springer International Handbooks of Education

Abstract/Notes: This chapter discusses requirements for implementing Maria Montessori's concept of education in terms of the design of the environment, didactics, and the teacher’s role. It begins with the Casa dei Bambini, her first school in Italy. The chapter continues with a discussion of Montessori school design and architects who found inspiration through Montessori pedagogy. A common thread through the chapter is the concept of freedom and its prerequisites, children’s work with the didactic material and the materials’ relation to embodiment and variation theory.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: This article constitutes a summarized narrative of the historical-educational context in the development of teaching-learning strategies with the use of computational technology. We selected some thinkers and traced a timeline, which began, in Part 1, with Socrates, Plato, Aristotle, Avicenna, René Descartes, Francis Bacon, John Locke, David Hume and Jean-Jacques Rousseau. In this second part we describe the theories that were directly influenced by the thinkers described above. We begin with Immanuel Kant, exponent of the late modern age. In contemporary education, we started Maria Montessori and her Golden Material; going to Jean Piaget, the great name of constructivism; Lev Vygotsky, founder of social-interactionism; and Paulo Freire with liberating education. And finally, the theories of Seymour Papert, a pioneer in the study of information and communication technology as a teaching tool. / Este artigo constitui uma narrativa resumida do contexto histórico-educacional no desenvolvimento de estratégias de ensino-aprendizagem com o uso de tecnologia computacional. Selecionamos alguns pensadores e traçamos uma linha do tempo, que iniciou-se, na Parte 1, com Sócrates, Platão, Aristóteles, Avicena, René Descartes, Francis Bacon, John Locke, David Hume e JeanJacques Rousseau. Nesta segunda parte descrevemos as teorias que tiveram influência direta dos pensadores descritos anteriormente. Começamos com Immanuel Kant, expoente do final da Idade moderna. Já na educação contemporânea, iniciamos Maria Montessori e o seu Material Dourado; indo para Jean Piaget, o grande nome do construtivismo; Lev Vygotsky, fundador do sóciointeracionismo; e Paulo Freire com a educação libertadora. E finalmente, as teorias de Seymour Papert, pioneiro do estudo da tecnologia da informação e comunicação enquanto ferramenta de ensino.

Language: Portuguese

ISSN: 1989-4155

Abstract/Notes: Develops an expanded vision of holistic education that emphasizes togetherness and harmony. Foregrounds teachers' voices and lesser heard philosophies, voices, and practices from the global south. Proposes a pedagogy for creating a continuum harmonious lived experiences

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Abstract/Notes: Selbsttätiges Lernen und die Annahme eines ‚inneren Bauplans‘ des Kindes sind zentrale Ideen der Montessoripädagogik. Die Aufgaben des Lehrers werden vor allem in der Vorbereitung der Lernumgebung und einer Lernbegleitung gesehen. Im Rahmen dieser Studie wurden Schülerinnen, Schülern und deren Eltern Fragen zur Bewertung des Unterrichts und des Schulklimas vorgelegt. In Form von intensiven Interviews und mit über 600 Fragebögen ist eine empirische Datenlage entstanden, die es in den Debatten um Reformpädagogikbisher nicht gab. Der Band dokumentiert zentrale Ergebnisse undbeschreibt eine empirisch-wissenschaftliche Basis für die weitere Diskussion der Vor- und Nachteile der Montessorischulen und deren Konzept.

Language: German

Published: Wiesbaden, Germany: Springer Fachmedien, 2013

ISBN: 978-3-531-18507-1

Language: English

ISSN: 1522-9734

Language: English

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