Language: English

ISSN: 1071-6246

Language: English

Abstract/Notes: Bu çalışmada eğitim felsefesinde adı çokça zikredilen Fransız filozof Jean-Jacquez Rousseau’nun, Maria Montessori tarafından kurulan ve kendi adıyla anılan Montessori eğitim yöntemi üzerindeki etkisi incelenecektir. Rousseau’nun meşhur Emile kitabı, eğitimin amacı ve işlevi meselesine dair ayrıntılı bir izah içerir. Onun eğitim konusuna yaklaşımı kimi zaman sert tartışmalara sebep olmuş kimi zaman da ilham kaynağı olmuştur. İtalya’nın ilk kadın doktoru olarak da bilinen Maria Montessori onun fikirlerinden olumlu yönde etkilenen bir isimdir. Montessori, yaşama uzanan yardım eli yaklaşımına indirgediği eğitim meselesini aldığı tıp, felsefe ve antropoloji eğitimi sayesinde geniş bir bakış açısıyla inceler. Bu sayede daha sistemli ve bilimsel temeli olan bir eğitim modeli sunar. Rousseau ise kelimenin tam anlamıyla sistematik olmaktansa doğal gidişata göre hareket etmeyi ve kendi gözlemlerinden faydalanmayı tercih eder. Bu tercihinden dolayı kendisine ağır eleştirilerin yapıldığı da bir gerçektir. Rousseau’nun ve Maria Montessori’nin eğitim alanındaki fikirleri pek çok tartışmayı beraberinde getirse de her iki ismin pedagoji alanındaki etkisi görmezden gelinemez. Ancak Rousseau’nun bu alandaki düşüncelerinin bir eğitim tasarısı ya da eğitime dair yapılan bir yorum düzeyinde kaldığı söylenebilir. Rousseau’nun aksine Maria Montessori’nin fikirlerinin ise pek çok ülkede benimsendiği ve bu fikir doğrultusunda pek çok eğitim kurumunun açıldığı görülür. Her ne kadar somut alanda aralarında bu denli fark olsa da çıkış noktaları ve eğitim alanındaki bazı tasavvurları benzerlik göstermektedir. Bu çalışmada söz konusu benzerlik kavramsal bir çerçeve doğrultusunda ele alınacaktır. Böylece Rousseau’nun Maria Montessori üzerindeki etkisi irdelenip onun eğitim alanında bir romandan fazlasını yazdığı sonucuna ulaşılacaktır. / In this study, the effect of the French philosopher Jean-Jacquez Rousseau, whose name is mentioned a lot in educational philosophy, on the Montessori education method established by Maria Montessori and named after her will be examined. Rousseau’s famous book Emile contains a detailed explanation on the goal and function of the education. Sometimes, his approach to education caused very significant discussions and sometimes it was a source of inspiration. Maria Montessori, who is also known as Italy’s first female doctor was one of the names who was affected from his opinion in a positive way. Montessori examines the issue of education considered as helping hand approach to life from a wide perspective thanks to her education in medicine, philosophy and anthropology. In this way, she presents a more systematic and scientific based education model. On the other hand, Rousseau prefers to act according to the natural course and uses his own observations rather than being systematic in the strictest sense of the world. It is a fact that he was heavily criticized for this preference. Even though Rousseau and Maria Montessori’s ideas on the education field bring a lot of debate, the effect of both names in pedagogy cannot be ignored. However, it can be noted that Rousseau’s ideas in the field stayed only as an education design or a comment made on education. Unlike Rousseau, it is seen that Maria Montessori’s ideas were adopted in many countries and a lot of educational institutions were established in the direction of this idea. Although there is such a difference between them in the concrete field, their starting points and some of their imaginations in the field of education are similar. These similarities in the direction of a conceptual frame will be addressed in the study. Thus, Rousseau’s influence on Maria Montessori will be examined and it will be concluded that he wrote more than a novel in the field of education.

Language: Turkish

DOI: 10.29228/JASSS.50020

ISSN: 2148-4163

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This study aims to determine the effectiveness of the Montessori method in instilling the character of responsibility of Lab School FIP UMJ elementary school students. By using the Montessori method, students are trained to do something on their own with the direction of teachers and parents. At school students are trained to do daily activities consciously and responsibly. Data collection uses several techniques, namely observation, interviews, and documentation. Some of the tools used in student activities such as buttons, patchwork, needles, threads, pencils, scissors. In the activity of making their own breakfast, students bring some ingredients such as bread, beef slice, lettuce, cheese, packaged sauce, mayonnaise, and so on. By learning daily activities can train students in cultivating the character of responsibility. There are 18 characters but this research only focuses on the character of responsibility. Students' awareness to do their own daily activities needs to be instilled in students continuously. The character of responsibility can be formed not by itself, but by habits that are carried out continuously or continuously. Realizing the character of responsibility is a noble value for the life of individual creatures, social creatures who hone the character of responsibility in order to behave well, do good, and have good morals. Responsibility can be in the form of action or speech. The focus of this research is student action. The consequences for students who are unable to instill the character of responsibility will get social sanctions. / Penelitian ini bertujuan untuk mengetahui efektivitas metode Montessori dalam menanamkan karakter tanggung jawab siswa SD Lab School FIP UMJ. Dengan menggunakan metode Montessori, siswa dilatih untuk melakukan sesuatu sendiri dengan arahan dari guru dan orang tua. Di sekolah siswa dilatih untuk melakukan aktivitas sehari-hari secara sadar dan bertanggung jawab. Pengumpulan data menggunakan beberapa teknik yaitu observasi, wawancara, dan dokumentasi. Beberapa alat yang digunakan dalam kegiatan siswa seperti kancing, tambal sulam, jarum, benang, pensil, gunting. Dalam kegiatan membuat sarapan sendiri, siswa membawa beberapa bahan seperti roti, irisan daging sapi, selada, keju, saus kemasan, mayonaise, dan lain sebagainya. Dengan pembelajaran kegiatan sehari-hari dapat melatih siswa dalam menumbuhkan karakter tanggung jawab. Terdapat 18 karakter namun penelitian ini hanya berfokus pada karakter tanggung jawab. Kesadaran siswa untuk melakukan aktivitas sehari-hari sendiri perlu ditanamkan pada diri siswa secara terus menerus. Karakter tanggung jawab tidak dapat terbentuk dengan sendirinya, melainkan melalui kebiasaan yang dilakukan secara terus menerus atau terus menerus. Mewujudkan karakter tanggung jawab merupakan nilai luhur bagi kehidupan makhluk individu, makhluk sosial yang mengasah karakter tanggung jawab agar berperilaku baik, berbuat baik, dan berakhlak mulia. Tanggung jawab dapat berupa tindakan atau ucapan. Fokus penelitian ini adalah tindakan siswa. Konsekuensinya bagi siswa yang tidak mampu menanamkan karakter tanggung jawab akan mendapat sanksi sosial.

Language: Indonesian

DOI: 10.9000/jpt.v2i5.1090

Abstract/Notes: This speech was delivered on September 28, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: French

Published: Roma, Italy: Vita dell'infanzia, 1959

Language: Swedish

Published: Gothenburg, Sweden: Institutionen för idéhistoria och vetenskapsteori, Göteborgs Universitet, 2007

ISBN: 978-91-976239-0-2

Series: Arachne (Göteborg) , 20

Language: German

Language: German

ISSN: 0944-2537

Language: German

Published: Heidelberg, Germany: Schindele, 1993

Edition: 2nd. ed.

ISBN: 3-89149-118-2

Series: Arbeitshefte zur heilpädagogischen Übungsbehandlung , 3