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Book

Handbuch Vereine der Reformpädagoik Überregional arbeitende reformpädagogische Vereinigungen sowie bildungsentwicklerisch inititative Einrichtungen mit Brückenfunktion in Deutschland, Österreich, der Schweiz, Südtirol und Liechtenstein

Austria, Educational change, Europe, Germany, Liechtenstein, Montessori method of education - Criticism, interpretation, etc., Switzerland, Western Europe

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Abstract/Notes: Mit diesem Handbuch wird erstmals eine überregionale Zusammenstellung reformpädagogischer bzw. gegenüber der Reformpädagogik aufgeschlossener Vereinigungen in den deutschsprachigen Ländern vorgelegt, wobei mehr als 60 Institutionen Berücksichtigung finden. Neben den vier bekannten Namen - Freinet, Montessori, Petersen und Steiner - finden sich auch weit weniger bekannte wie Boeke, Freire, Korczak, Krishnamurti, Malaguzzi u. a. Vertreter kompilatorischer Modelle wie etwa des Marchtalplans oder der Daltonplans sowie innovative Vereinigungen ohne festlegbaren Zuschnitt wie etwa die Initiative ,Schule im Aufbruch´, das ,Archiv der Zukunft´, der Schulverbund 'Blick über den Zaun' etc. übernehmen eine wichtige Brückenfunktion zwischen Reformpädagogik und Nicht-Reformpädagogik. Das Handbuch ist für Dozierende und Studierende ebenso wie für reformpädagogisch interessierte Lehrkräfte, Eltern und Bildungspolitiker*innen ein unverzichtbares Werk, um einen raschen Zugriff auf Informationen, Fakten und Kontaktdaten zu erhalten. Mit Beiträgen von Klaus Amann, Axel Backhaus, Monia Ben Larbi, Andrea Berger, Stefan Berzel, Christian Boettger, Jörg Boysen, Gerd-Bodo von Carlsburg, Waltraut Croce, Achim Cuypers, Sara Dallinger, Peter Fratton, Volker Frielingsdorf, Katharina Froner, Maren Gronert, Maria Günsche, Susanne Herker, Otto Herz, Matthias Hofmann, Andi Honegger, Peter K. Jakob, Lilian Jüchtern, Georg Jürgens, Reinhard Kahl, Tilmann Kern, Helmut E. Klein, Tassilo Knauf, Martin Kramer, Momo Kreutz, Nicola Kriesel, Hans Kroeger, Christian Laner, Jonas Lanig, Sabine van Lück, Angelia Lütkenhorst, Roman Mangold, Stefan Neubacher, Jürgen Peters, Pia-Maria Rabensteiner, Werner Schenk, Joachim Schmidt, Alban Schraut, Siegfried Steiger, Barbara Strauch, Konrad Vanja, Rainer Völkel, Helmut Wehr, u.v.m. [This handbook is the first to present a supra-regional compilation of reform pedagogical associations or associations in German-speaking countries that are open to reform pedagogy, with more than 60 institutions being taken into account. In addition to the four well-known names - Freinet, Montessori, Petersen and Steiner - there are also far less well-known names such as Boeke, Freire, Korczak, Krishnamurti, Malaguzzi and others. Representatives of compilation models such as the Marchtal plan or the Dalton plan, as well as innovative associations without a specific structure, such as the initiative 'School on the move', the 'Archive of the future', the school network 'Blick über den Zaun' etc. assume an important bridging function between reform pedagogy and non-reform pedagogy. The handbook is an indispensable work for lecturers and students as well as for teachers interested in reform pedagogy, parents and educational politicians* to get quick access to information, facts and contact details. With contributions by Klaus Amann, Axel Backhaus, Monia Ben Larbi, Andrea Berger, Stefan Berzel, Christian Boettger, Jörg Boysen, Gerd-Bodo von Carlsburg, Waltraut Croce, Achim Cuypers, Sara Dallinger, Peter Fratton, Volker Frielingsdorf, Katharina Froner, Maren Gronert, Maria Günsche, Susanne Herker, Otto Herz, Matthias Hofmann, Andi Honegger, Peter K. Jakob, Lilian Jüchtern, Georg Jürgens, Reinhard Kahl, Tilmann Kern, Helmut E. Klein, Tassilo Knauf, Martin Kramer, Momo Kreutz, Nicola Kriesel , Hans Kroeger, Christian Laner, Jonas Lanig, Sabine van Lück, Angelia Lütkenhorst, Roman Mangold, Stefan Neubacher, Jürgen Peters, Pia-Maria Rabensteiner, Werner Schenk, Joachim Schmidt, Alban Schraut, Siegfried Steiger, Barbara Strauch, Konrad Vanja, Rainer Völkel, Helmut Wehr, etc.]

Language: German

Published: Baden-Baden, Germany: Ergon, 2018

ISBN: 978-3-95650-460-0 3-95650-460-7 3-95650-459-3 978-3-95650-459-4

Series: Bibliotheca academica. Reihe Pädagogik , 13

Article

Die 'Montessorischule', ein neues Schlagwort der pädagogischen Reform [The Montessori school, a new catchphrase in educational reform]

Available from: Bibliothek für Bildungsgeschichtliche Forschung des DIPF (BBF)

Publication: Pharus, vol. 5 (Halbjahrband 2), no. 10

Pages: 307-310

Europe, Germany, Montessori method of education, Montessori schools, Western Europe

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Language: German

Article

Guiding Children:Reform Ourselves To Reform Education

Publication: Tomorrow's Child, vol. 25, no. 2

Pages: 7–9

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Abstract/Notes: excerpt from Paul Epstein's book, Maria Montessori

Language: English

ISSN: 1071-6246

Book Section

Montessori im Kontext der Reformpädagogik [Montessori in the context of educational reform]

Book Title: Montessori-Pädagogik das Kind im Mittelpunkt

Pages: 5-13

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Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Book Section

Maria Montessori: läkare och antropolog - reformpedagog och världsmedborgare [Maria Montessori: doctor and anthropologist - reform educator and world citizen]

Book Title: För våra barn: fem europeiska kvinnor i tiden

Pages: 124-187

Maria Montessori - Biographic sources

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Language: Swedish

Published: Stockholm, Sweden: Carlssons, 1996

ISBN: 978-91-7203-066-4 91-7203-066-6

Article

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Maria Montessori’s training in Rome: anthropological studies and aspirations for social reform / La formació de Maria Montessori a Roma: estudis antropològics i aspiracions a la reforma social

Available from: Hemeroteca Científica Catalana

Publication: Educació i Història: Revista d'Història de l'Educació, no. 40

Pages: 17-32

Maria Montessori - Biographic sources, Montessori method of education - History

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Abstract/Notes: Maria Montessori graduated in medicine from the University of Rome and subsequently took part in the research activities of Roman medical anthropology scholars, some of whom were leading exponents in Italian science and culture. Giuseppe Sergi was a major figure in the national public debate regarding some of the main concerns in Italian society, focusing on the causes and consequences of poverty and illiteracy, and the need for a more effective education system. The ideas of Sergi and other scholars (C. Bonfigli, S. De Sanctis, N. D'Alfonso) regarding these problems influenced Maria Montessori. Indeed, she was inspired and encouraged by Sergi himself to direct her activities and research to the field of childcare and education. Medical anthropology was therefore an essential element in the formation of the young Montessori, and the genesis of her pedagogy and method. Teaching at the Institute of Education for Women in Rome represented an opportunity to develop a relevant “pedagogical anthropology” for her scientific evolution, even though Maria Montessori herself would later leave it behind. / Maria Montessori es va llicenciar en medicina a la Universitat de Roma i posteriorment va participar en la investigació amb erudits romans d’antropologia mèdica, alguns dels quals eren els principals exponents del món científic i cultural italià. Giuseppe Sergi, en particular, va estar molt present en el debat públic nacional sobre alguns dels principals problemes de la societat italiana: les causes i les conseqüències de la pobresa i l'analfabetisme i la necessitat d'un sistema educatiu més eficaç. Les idees de Sergi i altres científics (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre aquests problemes van influir en Maria Montessori. La jove doctora va ser inspirada i animada pel mateix Sergi a dirigir les seves activitats i investigacions en el camp de la cura i l’educació infantil. L’antropologia mèdica va ser, per tant, un element essencial en la formació de la jove Montessori i també en la gènesi de la seva pedagogia, així com del mètode. L'ensenyament a l’Institut femení del Magisteri de Roma va ser una oportunitat per desenvolupar una "antropologia pedagògica" rellevant per al seu creixement científic, fins al punt que la mateixa Maria Montessori la va superar i abandonar durant el procés de maduració del seu pensament. / María Montessori se graduó en medicina por la Universidad de Roma y posteriormente participó en la investigación con eruditos romanos de antropología médica, algunos de los cuales fueron exponentes distinguidos del mundo científico y cultural italiano. Giuseppe Sergi, en particular, estuvo muy presente en el debate público nacional sobre algunos de los principales problemas de la sociedad italiana, las causas y consecuencias de la pobreza y el analfabetismo y la necesidad de un sistema educativo más eficaz. Las ideas de Sergi y otros investigadores (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre estos problemas influyeron en María Montessori y, por otro lado, la joven doctora se inspiró y fue animada por el propio Sergi para dirigir sus actividades e investigación en el campo del cuidado infantil y la educación. La antropología médica fue, por tanto, un elemento esencial en la formación de la joven Montessori y también en la génesis de su pedagogía, así como del método. La enseñanza en el Instituto femenino del Magisterio de Roma fue una oportunidad para desarrollar una "antropología pedagógica" relevante para su crecimiento científico, aunque la misma María Montessori la superó y abandonó durante el proceso de la maduración de su pensamiento.

Language: English

DOI: 10.2436/e&h.v0i40.150347

ISSN: 2013-9632, 1134-0258

Article

Kodály és követői zenepedagógiájának életreform-elemei [Life-Reform Elements in Kodály's and His Successors' Music Pedagogy]

Available from: Arcanum Digitális Tudománytár

Publication: Neveléstörténet, vol. 15, no. 1-2

Pages: 83-94

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Language: Hungarian

ISSN: 1785-5519, 2732-253X

Article

Life-Reform Elements in Kodály's and His Successors' Music Pedagogy [Kodály és követői zenepedagógiájának életreform-elemei]

Available from: Arcanum Digitális Tudománytár

Publication: Neveléstörténet, vol. 14, no. 3-4

Pages: 16-28

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Language: English

ISSN: 1785-5519, 2732-253X

Article

Life-Reform Elements in Kodály's and His Successors' Music Pedagogy [Kodály és követői zenepedagógiájának életreform-elemei]

Available from: Arcanum Digitális Tudománytár

Publication: Neveléstörténet, vol. 7, no. 1-2

Pages: 69-81

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Language: English

ISSN: 1785-5519, 2732-253X

Article

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Samoaktualizacija, optimalna iskustva i reformske pedagogije [Self-actualization, Optimal Experience and Reform Pedagogy]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Napredak: Časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, vol. 153, no. 2

Pages: 235-247

Educational change

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Abstract/Notes: Rad dovodi u relaciju teoriju samoaktualizacije (Abrahama Maslowa), teoriju optimalnih iskustava (Michaela Csikszentmihalyi-a) i mogućnosti za njihovo ostvarenje u školi. Maslow (1963.) prepoznaje vrhunska iskustva, a Csikszentmihalyi (2006.) trenutke zanesenosti kao istinske trenutke sreće i samoostvarenja/samoaktualizacije. Maslow kao i Lev Vygotsky (1978.) prepoznaje ključan utjecaj socio-kulturalnog okruženja na razvoj djeteta kao preduvjet za razvoj i samoaktualizaciju pojedinca. Imajući u vidu proksimalan razvoj djeteta i njegovu težnju za aktualizacijom potrebno je školsko iskustvo što više približiti vrhunskim iskustvima ili zanesenosti kako bi se omogućilo što uspješnije sudjelovanje učenika u školi. Reformski pedagozi poput Johanna Heinricha Pestalozzija, Johna Deweya i Marije Montessori još prije više od stotinjak godina prepoznaju situacije u školi kada djeca doživljavaju optimalna iskustva i svojim djelovanjem pokušavaju osigurati uvjete u školi za ostvarivanje istih. Tradicionalna pedagogija koja prevladava u školama danas, na žalost, svojim organizacijskim elementima rijetko osigurava uvjete nužne za ostvarivanje optimalnih i vrhunskih iskustava u školi. [This paper brings in relation the theory of self-actualization (by Abraham Maslow), the theory of optimal experience (by Michael Csikszentmihaly) and the opportunities for their realization at school. Maslow (1963) recognizes superior experience and Csikszentmihaly (2006) the moments of rapture as the moments of genuine happiness and self-realization/self-actualization. Maslow, as well as Lev Vigotsky (1978), recognizes the key influence of socio-cultural environment on child development as a precondition for the development and self-actualization of the individual. Having in mind the child’s proximal development and his aspiration for actualization it is necessary to bring closer school experience to superior experience or to rapture as much as possible, in order to enable as successful participation of pupils at school as possible. Reform pedagogues like Johann Heinrich Pestalozzi, John Dewey and Maria Montessori even more than a hundred years ago recognized the situations at school when children experienced optimal experience and by their actions they tried to provide conditions at school for realization of this experience. Traditional pedagogy that prevails at schools today, unfortunately, by its organizational elements rarely provides conditions necessary for the realization of optimal and superior experience at school.]

Language: Croatian

ISSN: 1330-0059

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