Language: English

Published: Danville, Illinois: Interstate Printers and Publishers, [1970]

Language: English

ISSN: 1054-0040

Language: Italian

Published: Trento, Italy: Centro studi Erickson, 2022

ISBN: 978-88-590-2966-3

Language: English

ISSN: 0140-0460

Abstract/Notes: Address given at 2nd International Montessori Congress, Nice, France, 1932/1931

Language: English

Abstract/Notes: The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.

Language: English

DOI: 10.1007/s10734-009-9252-7

ISSN: 1573-174X

Language: English

DOI: 10.1177/002205741508100606

ISSN: 0022-0574, 2515-5741

Language: English

Published: [S.I.]: Foundation for classical reprints, 1990

Abstract/Notes: Having been influenced by one's own environment, man lives and learns necessary things to survive. In particular, the knowledge of man can be accumulated by experience. The experience can be obtained by sensory education. Comenius recognised the importance of sense organ and became the first person to use audio-visual education in the time that theory and speech orientated education was common. And, Montessori has made sensory education popular by developing instruments of education for sensory education. The common ground of both is that education has been done by recognising the importance of obtaining knowledge through sensory education. In addition, obtaining knowledge can be done by restoring the nature of humanity, self-esteem and dignity. They have suggested scientific tools for education by making children obtain knowledge and experience through observing nature and objects. The difference is that while Comenius has been focused only on visual education based on epistemological experience, revealing its limitation, Montessori has developed various sensory tools and organised programme. It is noticed that new paradigms of learner oriented education are important It is challenged that recovering creativeness by respecting self-regulation is very much needed. The diversity of sensory education is sought to meet the felt need of education field. / 사람은 살아가는 환경의 영향을 받으며 거기서 생존에 필요한 것들을 습득한다. 특히, 인간의 지식은 경험에 의해 축적되며, 이러한 경험은 감각교육을 통해 이루어진다. 코메니우스는 감각기관의 중요성율 인식하고 최초로 시청각교육의 실천을 통해 당시의 이론과 언어 중심의 교육에 새로운 전기를 마련하였다. 또한, 몬테소리는 감각교육을 위한 교구개발과 체계적 교육 프로그램 개발을 통한 감각교육의 활성화를 이루었다. 이들의 공통점은 감각기관을 통한 지식습득의 중요성을 인식하고, 지식습득은 인간의 창조적 본성의 회복, 자존감과 존엄성 및 자율성을 중시한 감각교육 실천을 통해서 이루어진다고 주장한 정이다. 즉, 인위적인 교육 방법을 배제하고 자연과 사물에 대한 관찰과 교류를 통해 지식과 경험을 습득하게 하는 것이며, 교육실천올 위한 과학적 교육방법을 제시하였다는 점이다. 차이점은 코메니우스는 감각교육올 시각화 하는데 머무름으로 감각교육의 한계점을 드러내었다는 것과 여전히 인식론적인 경험에 근거를 두었다는 점이다. 반면 몬테소리는 감각기관의 경험율 위해 다양한 감각교구 개발과 체계적인 프로그램을 제시하였다는 점이다. 본 연구를 통해 학습자 중심의 교육개혁의 중요성을 인식하고, 자율성올 존중함으로서 창조적 능력을 희복혜야 할 필요성올 촉구 하며, 교육 현장의 욕구 충족을 위해 감각교육의 다변화를 모색한다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.

Language: English

DOI: 10.7577/njcie.4156

ISSN: 2535-4051