Abstract/Notes: Environmental concerns continue to increase daily, leaving many wondering what they might do to minimize their impact on the planet. As a result, it is critical to educate the general public, particularly secondary school students, about embracing more sustainable practices. As these students will become our society's future designers and consumers, it is crucial to equip them with the necessary tools and knowledge to foster a more responsible future for our environment and climate. This starts with smart, responsible design. As the Ellen MacArthur Foundation says, “Waste and pollution does not exist by accident, it is the result of design decisions” (2021). To adequately equip our future decision-makers, it is crucial to educate them on the importance of Circular Design (CD), a way of designing products that fit into the Circular Economy (CE). The CE is an environmentally sustainable “system of closed loops, where nothing becomes waste, and everything has value” (Foundation, 2021). However, CD is rarely integrated into the curricula of public schools, with sustainable education predominantly offered within Montessori environments or at the university level. This usually means that public school students are left out of this important equation. There is little evidence to support that CD is currently widely taught in many schooling environments. This research study aims to understand how we might best educate Gen Z public school students on the foundations of CD. Additionally, it seeks to determine whether an elevated level of content regarding CD can influence these students to become more conscientious about their role in the world and how they can apply these practices to their daily lives. Through three phases of applied research methods, this study explores how we might dress this gap. The first phase relies on a literature review to create CD learning tools for students and teachers, which were then refined with Montessori educators in phase two through phenomenological research. Finally, in phase three, these tools were tested with public school students through action research in a hands-on learning workshop. Phase three was crucial, as it reflects the public student voice and led to the identification of how these tools and the general foundations of CD were perceived. Students were required to complete a post-workshop survey, which was analyzed and evaluated to understand how much CD content these students retained. The ultimate goal of this research was to create a short-form CD curriculum for Gen Z secondary school students, heightening their awareness of the importance of living and consuming more responsibly as they transition into independent decision-making roles and, in some cases, future designers. It is hoped that this research contributes to the ongoing discourse on CD education and its impact on sustainable design’s future. The young people of today hold a significant influence on tomorrow. As an academic community, we must engage in conversations about this topic and recognize Gen Z's pivotal role in shaping a sustainable, circular future. The future is circular. The future is now.

Language: English

Published: Cincinnati, Ohio, 2023

Abstract/Notes: Abstract Montessori has become one of early learning methods chosen by Indonesian parentsat this moment, formally through education institution, or informally through selflearning at home (Bigceglia, 2014; Woo, 2014); both dedicated for normal and special needs kids (Cipta, et al,, 2019). Montessori education needs Montessori aparatus(specially designed Montessori tools to support sensorial learning) which is relativelyexpensive. Early learning education is normally done within 2-3 hours at school, thusthese toddlers spend most of their time at home. Thus it is clear there is need for parents to stimulate them in the right way, one of the way is by providing Montessoriaparatus or other more affordable sensorial toys. Using multiple methods of data gathering (primary & secondary), toy redesign, design iteration, user product trial andreview; the result of this research is 12 new Montessori toys integrated in coffee table,which add values in terms of multifunction, price, quality, and still apply Montessoriconcept.  Abstrak Montessori menjadi salah satu metode pendidikan usia dasar yang dipilihorang tua Indonesia saat ini, baik secara formal melalui institusi pendidikanresmi, maupun secara informal melalui pembelajaran otodidak di rumah(Bisceglia, 2014; Woo, 2014); baik diperuntukkan untuk anak normal maupununtuk anak berkebutuhan khusus (Cipta, et al., 2019). Pendidikan Montessori sarat dengan aparatus Montessori yang relatif mahal (alat bermain khasMontessori yang dirancang sedemikian rupa untuk mendukung pembelajaran sensori). Dengan durasi PAUD kurikulum apapun yang hanya 2-3 jam disekolah, anak usia dini biasanya lebih banyak menghabiskan waktu di rumah,sehingga jelas ada kebutuhan orang tua untuk memberikan stimulasi yangtepat untuk tumbuh kembang anak, dan salah satunya adalah dengan aparatus Montessori atau mainan sensori lainnya yang lebih terjangkau. Denganberbagai metode pengumpulan data primer dan sekunder, redesain mainan,proses iterasi desain, uji coba produk ke pengguna; dirancang 12 produkmainan Montessori baru yang terintegrasi dengan meja kopi ruang tamu,yang memiliki nilai tambah dari sisi multifungsi, harga, kualitas, dan tetapmengindahkan konsep Montessori.

Language: Indonesian

DOI: 10.25105/dim.v17i1.7844

ISSN: 2549-7782, 2527-5666

Abstract/Notes: The first part of this article is located at the linked URL. The other parts can be found at: https://www.fondazionemontessori.it/wp-content/uploads/2018/10/Momo12_2.pdf and https://www.fondazionemontessori.it/wp-content/uploads/2018/10/Momo12_3.pdf.

Language: Italian

ISSN: 2421-440X, 2723-9004

Language: Italian

ISSN: 2421-440X, 2723-9004

Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6

Abstract/Notes: 蒙台梭利教具是教师实现有效教学的媒介.然而,目前幼儿园中蒙台梭利经典教具多,教师自制教具少,不利于幼儿园有效教学的开展.出现上述问题的根本原因在于教师没有履行好自制蒙台梭利教具的职责.教师要了解蒙台梭利教具的特点,设计本土化教具,同时还要意识到蒙台梭利教具的局限性,丰富蒙台梭利教具,从而提高幼儿园教学的有效性,促进幼儿健康发展.

Language: Chinese

ISSN: 1004-4604

Language: Hungarian

Language: Italian

ISSN: 2637-5400

Language: Italian

ISSN: 2637-5400

Abstract/Notes: "Siamo lieti di annunciare, ed i nostri lettori saranno certamente lietissimi di apprendere, che la illustre educatrice italiana Dottoressa Maria Montessori, ospite della nostra città e dell'Esposizione per rilevare agli insegnanti americani il di lei nuovo e genialissimo metodo d'educazione ed istruzione per i bambini ha cortesemente accettato l'invito da noi fattole di scrivere una serie di articoletti per il giornale L'ITALIA, nei quali l'eminente signora spiegherà ai profani detto metodo di educazione, che ha suscitato l'ammirazione di tutto il mondo civile. Gli articoli della Signora Montessori, scritti in italiano, saranno contemporaneamente pubblicati dal confratello americano "The Call," tradotti in inglese dal nostro Direttore Ing. Ettore Patrizi. Il primo di detti articoli apparirà sull'ITALIA e sul "Call" di sabato prossimo." / "We are pleased to announce, and our readers will certainly be delighted to learn, that the illustrious Italian educator Dr. Maria Montessori, a guest of our city and of the Exposition to reveal to American teachers her new and brilliant method of education and instruction for children. She kindly accepted the invitation we sent her to write a series of articles for the newspaper L'ITALIA, in which the eminent lady will explain to the layman this method of education, which has aroused the admiration of the whole civil world . The articles of Mrs. Montessori, written in Italian, will be simultaneously published by the American brother "The Call," translated into English by our Director Eng. Ettore Patrizi. The first of these articles will appear in ITALY and in the "Call" next Saturday."

Language: Italian

ISSN: 2637-5400