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527 results

Book Section

Erziehung zum Frieden - aber wie?: Praktische Beispiele zur Friedenserziehung [Education for Peace - But How?: Practical Examples for Peace Education]

Book Title: Montessori-Pädagogik und die Erziehungsprobleme der Gegenwart [Montessori Pedagogy and Current Educational Problems]

Pages: 112-115

Peace education

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Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Article

Montessori 교육에서의 미술교육 [Art Education in Montessori Education]

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 1

Pages: 47-63

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Language: Korean

ISSN: 1226-9417

Article

Career Education vs. Education as a Career

Publication: American Montessori Society Bulletin, vol. 15, no. 4

Pages: 1-11

Career education, Teaching

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Language: English

ISSN: 0277-9064

Article

Development of a Peace Education Program by the Kindergarten Teacher Awareness for Peace Education in Korea

Available from: The Korean Society for Early Childhood Education

Publication: International Journal of Early Childhood Education, vol. 9, no. 2

Pages: 39-69

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Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.

Language: English

ISSN: 1226-9557, 2733-9653

Article

Review: Hundred Years of Montessori Education: A Chronicle of Montessori Education in Switzerland

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1

Pages: 85-87

Book reviews, Europe, Harald Ludwig - Writings, Switzerland, Western Europe

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Language: English

ISSN: 0519-0959

Article

Zeitenwende – und nun? Gedanken zur Montessori-Pädagogik als Friedenserziehung [Turning point – what now? Thoughts on Montessori education as peace education]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 61, no. 1

Pages: 42-49

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Language: German

ISSN: 0944-2537

Article

What Is Meant by Cosmic Education? Why Does Cosmic Education Begin with the Six Year Old?

Publication: The National Montessori Reporter, vol. 16, no. 4

Pages: 16-18

Cosmic education

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Language: English

Article

The Learning Abilities of the Young Child: Arguments in Favour of Day-Care, Pre-School Education and Parent Education

Publication: Montessori Quarterly, vol. 25

Pages: 2–13

Muriel I. Dwyer - Writings

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Language: English

Article

Colegio Montessori-Palau de Girona: Educación primaria - la educación cósmica [Colegio Montessori-Palau de Girona: Primary Education - Cosmic Education]

Publication: Cuadernos de Pedagogía, no. 455

Pages: 23-24

Cosmic education, Europe, Southern Europe, Spain

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Language: Spanish

ISSN: 0210-0630

Doctoral Dissertation (Ph.D.)

Circular Food Education: Developing a food education programme based on sustainability, experiential learning and pleasure in Irish primary schools

Available from: Technological University Dublin

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Abstract/Notes: This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish.

Language: English

Published: Dublin, Ireland, 2023

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