Abstract/Notes: Documentaire pédagogique. Quatre parties : "Comment surseoir à la violence?" Janusz Korczak, a été le premier à définir les droits de l'enfant. Confronté à ce problème, il a élaboré des méthodes pédagogiques pour aider les enfants à surseoir à la violence -- Au début des années 1900, un grand mouvement se développe: c'est la découverte par plusieurs que l'enfant n'est pas simplement un adulte en miniature, qu'il a une personnalité qui fonctionne différemment de celle de l'adulte. Maria Montessori s'est intéressée à ce mouvement en se posant la question suivante : "Peut-on apprendre à un enfant à être autonome?"--"Comment susciter le désir d'apprendre?". Chacun sait que l'apprentissage et l'école sont des choses sérieuses et importantes. Comment retrouver le goût du travail à l'école? Voilà la question à laquelle Célestin Freinet va consacrer toute sa vie. Il est convaincu que les enfants ont envie de travailler, mais qu'il faut donner un sens à leur travail -- "Y a-t-il une autre loi possible dans la classe?" Certains enfants ne comprennent pas la nécessité de se soumettre à des règles à l'école nous rappelle Fernand Oury. Pourtant, leur avenir scolaire et social en dépend. Comment faire pour qu'il acceptent un minimum de règles dans l'apprentissage, dans la vie collective et qu'à partir de là, ils puissent apprendre et sortir de l'exclusion à laquelle ils seraient autrement condamnés?

Runtime: 52 minutes

Language: French

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Language: English

ISSN: 0010-700X

Abstract/Notes: "Mrs. Howard Gould, wife of the multi-millionaire railroad magnate, left for China today aboard the Nippon Maru to aid in introducing the Montessori educational methods there and to urge agricultural training for the youth of the land. She is accompanied on the voyage by Ah Yoke, a 7-year-old Chinese girl, who has received considerable musical instruction under the guidance of Mrs. Gould's sister, Mrs. Wong Sun Yue of this city. The child will be placed in a school at Peking, where she will pursue her studies. Early Next year Mrs. Gould and little Ah Yoke will be joined by Mrs. Wong, who now is receiving special instruction from Mme. Montessori to introduce the latter's system of child training in the Orient."

Language: English

Language: German

Published: Oldenburg, Germany: BIS-Verl., 2008

ISBN: 978-3-8142-1179-4

Series: Oldenburger Universitätsreden , 179

Language: Italian

Language: German

Published: Regensburg, Germany: Roderer, 1994

ISBN: 3-89073-697-1

Abstract/Notes: After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the Scuola Pedagogica (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro.

Language: English

DOI: 10.1037/hop0000219

ISSN: 1939-0610, 1093-4510

Language: German

Published: Weinheim, Germany: Beltz, 1999

Edition: 4th ed.

ISBN: 3-407-25218-8 978-3-407-25218-0