Language: Swedish

ISSN: 1103-8101

Language: English

ISSN: 1054-0040

Language: Japanese

Abstract/Notes: Diese Arbeit versucht, den Betrachtungen und Aspekten, die das Kind in unserer Gesellschaft ausgehend vom Standpunkt Montessoris beleuchten, nachzugehen, wobei ich die Gemeinsamkeiten in den Montessoris und Millers pädagogischen Ansätzen feststelle. Laut Montessori und Miller ist das Kind ist als gleichwertiger Mensch anzuerkennen, und die Seele des Kindes erfordert eine besondere Feinfühligkeit des Erwachsenen für seine Bedürfnisse her. Es ist wichtig, die Kinder in ihren Fähigkeiten bestmöglich zu fördern. Im Bezug auf das pädagogische Spannungsverhältnis von Selbständigkeit und Zwang beschäftige ich mich mit dem Widerspruch von pädagogischer Norm und Funktion aus der Sicht der Kältestudien von Gruschka. Die Kältestudien verweisen auf die von den einzelnen Menschen unaufhebbar erfahrenen Widersprüche von der Norm der sozialen Allgemeinheit von Bildung und der Selektionsfunktion von den pädagogischen Institutionen. Schließlich sollten die gesellschaftlichen Strukturen, die Kälte als gesellschaftlich akzeptiertes Verhalten verursachen, bewusst wahrgenommen und reflektiert werden. Dafür ist es nötig, den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. [This work attempts to trace the considerations and aspects that illuminate the child in our society from the Montessori point of view, noting the similarities in the Montessori and Miller's pedagogical approaches. According to Montessori and Miller, the child is to be recognized as an equal human being, and the child's soul requires a special sensitivity on the part of the adult for its needs. It is important to support the children in their abilities in the best possible way. In relation to the pedagogical tension between independence and coercion, I deal with the contradiction between pedagogical norm and function from the point of view of Gruschka's cold studies. The cold studies point to the irreconcilable contradictions experienced by individuals between the norm of the social generality of education and the selection function of educational institutions. Finally, the social structures that cause cold as socially accepted behavior should be consciously perceived and reflected upon. For this it is necessary to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children.]

Language: German

ISSN: 1738-6675

Abstract/Notes: The three lectures reprinted here, given in 1957 London Elementary course, integrate the Montessori perspective on the Elementary child and Cosmic Education: (1) differences between children before and after 7 years of age; (2) characteristics of children 7 years and older; and (3) the adult role in responding to children in the second stage of development. (Author)

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: The article derived from Grazia Honegger Fresco’s years in close cooperation with Maria Montessori and Adele Costa Gnocchi. The author illustrates how small children from the moment they start using their hands and are standing unassisted on their own legs must act in their own way. The teacher must observe before acting and intervene as little as possible. Honegger Fresco follows the work of Montessori and Costa Gnocchi and she compares the findings with different fields of science, such as ethnology and neurology. As a result of her observations and experiences she points toward the relationship between a good childhood, and in the long term, human responsibility on Earth, using the concept “the Cosmic Task”. The method in this article is based on autoethnography, as the author shares her personal experience and reflections, both as a teacher and as an educator. The aim is to shed light on aspects regarding the needs of small children and to point at the essential role of adults, educators as well as parents. As Schiedi explains, autoethnography “extends its narrative horizon to a social, professional, organizational dimension of the self” (2016). During Honegger Fresco’s career, she was primarily inspired by Maria Montessori’s research about child development and children’s needs and rights, and she had continuously deepened her understanding by studying other researchers in this field. Thus, the article will share her conviction that by serving the creative spirit of the youngest children we will build a better future for our planet.

Language: English

DOI: 10.16993/jmre.10

ISSN: 2002-3375

Language: English

Published: Loveland, Ohio: Treehaus Communications, 1998

Edition: [1st ed.]

ISBN: 1-886510-14-8 978-1-886510-14-2

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections