Language: English

ISSN: 0010-700X

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Abstract/Notes: The current agenda for mental health in schools is considered in relation to the concept of mental health and how it has been iterated in schools in the UK. Key contributions from education pioneers are outlined, providing a time line for the first half of the twentieth century particularly informed by psychoanalysis. Mid twentieth century the term mental health begins to be used explicitly and we see the emergence of mental health counselling in schools. Developments culminate in Wall’s (1955) landmark book Education and Mental Health, which set out a whole school approach. In the latter part of the twentieth century we see a move towards a targeted approach, and the curriculum development for Social and Emotional Aspects of Learning (SEAL) and the consolidation of current policy drivers for mental health are set out. It is argued that in the future, in light of COVID-19, we will see new bridges between home and school, with schools acting more as community hubs supporting the mental health of children and their families.

Language: English

DOI: 10.1080/0305764X.2021.1891204

ISSN: 0305-764X

Abstract/Notes: Montessori Pedagogy, having as a founder M. Montessori, Italian physician and pedagogue, is one of the alternatives that entered Romania at the beginning of the 20th century, due to the opening of the occupants of those times. We present in this paper the evolution in Romania of Montessori pedagogy and educational alternative, from the beginning to the Second World War. We will refer to the interest that the ideas of M. Montessori have made, translations of her works in Romanian, as well as the writings of some Romanian specialists who have popularized and supported her. We will bring readers’ attention and involvement issues by attending conferences and training courses for teachers, by setting up the Montessori schools and the role of renowned personalities in the development of the Montessori alternative and the Montessori Association, an expression of the interest and appreciation.

Language: Italian

ISSN: 1971-1093, 1971-1131

Abstract/Notes: In the following contribution it will be shown that and how the theocratic heritage has perpetuated itself in more or less changed form in newer educational theories. Its transformation can be understood as its secularization, which passes on the absolute as epistemological totalitarianism in the form of violence, provided that it was armed with power of action. As examples here serve the multifaceted cultural or humanistic pedagogy ("Kulturpädagogik" or "Geisteswissenschaftliche Pädagogik" - GP), which is still important today, as well as three important concepts of reform pedagogy (respectively the "New Education Movement"), namely those of Maria Montessori, Rudolf Steiner and Pavel Blonsky.

Language: English

DOI: 10.22309/PTSZEMLE.2018.3.1

ISSN: 2415-9093

Abstract/Notes: The New Education movement was a remarkable coalition of national reform movements that emerged at the turn of the twentieth century. As a heterogeneous movement that was united only in its opposition to the schooling system at the time, its structure and boundaries in the UK have remained a matter of academic debate. This article implements the previously proposed idea of treating New Education as a social movement and analysing the networks between reformers. A social network analysis of the central 58 reformers suggests that the movement was initially divided into two ideologically separate subgroups, but that from ca. 1905 onwards the reformers were strongly interconnected despite their different interests. Thus, by focusing on the social structure of the movement’s core rather than its educational thought, the article challenges the assumption that the New Education movement was fragmented and characterised by tensions. It also furthers the discussion on the feasibility of social network analysis for studying educational reforms.

Language: English

DOI: 10.1080/00309230.2022.2095874

ISSN: 0030-9230, 1477-674X

Abstract/Notes: Most American classrooms employ a teacher-text-centered model of instruction that is misaligned with the developmental science of how children naturally learn. This article reviews that science and the origins of the common instructional model, including three modifications intended to make it work better (grades, age-graded classrooms, and high-stakes testing) yet which time has shown are problematic. Considering scientific theory change, I show how parallel circumstances exist between the situation in education today and pre-Copernican astronomy, building the case that education is now ripe for a paradigm shift in its instructional model, away from teacher-text-centered learning and to highly structured instructional environments that support self-construction through limited free choice. One proven model that responds to our world's contemporary needs is described, and a prescription is offered for how to bring about a paradigm shift in educational practice.

Language: English

DOI: 10.3389/fdpys.2023.1177576

ISSN: 2813-7779

Language: English, Italian

Published: Rome, Italy: Opera Nazionale Montessori, 2006

ISBN: 88-88227-33-4

Abstract/Notes: A new framework was developed based on Montessori's pedagogy, Andragogy principles, and Heutagogy principles, to address the challenges of 5IR education. Modern-day Higher Education Institutions must explore innovative approaches to teaching and foster a culture of lifelong learning among students. A qualitative, thematic structured literature review was conducted to examine Montessori's pedagogy, Andragogy, and Heutagogy. The aim was to create a new framework that can be implemented in higher education institutions (HEIs) to address the educational needs of the 5th Industrial Revolution (5IR). To achieve this, ten articles were selected using pre-defined keywords, and articles older than 10 years and those that didn't answer the research question and sub-question were eliminated. Similarities, concerns, mismatches, and dilemmas were extracted from the selected articles. These were then compared to the 5IR education requirements to create the new framework. It was found that the combination of Montessori’s pedagogy, Andragogy, and Heutagogy has the potential to address the dilemmas found in 5IR education. Montessori strongly emphasises self-directed, self-determined learning and is guided by individualised instruction that fulfils the principles of Andragogy. Andragogy focuses on the learner’s autonomy and own experiences. Coupled with this is Heutagogy, which focuses on self-determined learning. This could only contribute to the idea of Montessori’s pedagogy in HEI. Montessori’s method should provide a strong philosophical foundation and perspective to the combined approach idea. Future work could look at the practical application to fully explore the potential of the combination to address 5IR educational dilemmas.

Language: English

Published: Helsinki, Finland, 2024