Language: English

Published: Oxford, England: Clio, 1998

ISBN: 978-1-85109-112-6 1-85109-112-2

Series: The Clio Montessori series

Language: English

Abstract/Notes: This dissertation explores the evolution of Italian Fascist ideas of racial identity between 1923 and 1940 and contends that those ideas led to some of the most significant Fascist policies, such as the invasion of Ethiopia and the passage of the 1938 racial laws. Common belief holds that racism played no role in the doctrine of Benito Mussolini's government. On the contrary, from the very beginning of their regime, Fascists worked to infuse the Italian population with concrete conceptions of their national identity—their italianità—and its superiority over all others. The education of Italian children vividly illustrates the racial project at the heart of Fascist doctrine. One of the regime's earliest priorities was to restructure the national education system in order to more effectively inform the population of the ideals of the new Fascist order. The administration centralized the existing infrastructure and founded the new institutions of the National Organization for the Protection of Mothers and Children (ONMI) and the National Balilla Organization (ONB). Thus, the state embraced all aspects of the young Italian's life, from the cradle to school, on the weekends and during summer vacations. Contemporary textbooks, teaching manuals, pedagogical journals, and government documents reveal an early and lasting commitment to instilling Italy's youngest generations with a collective identity based upon inherited historical, cultural, and spiritual characteristics that resulted in a belief in racial entitlement. As the regime solidified its power, it initiated further changes to the education system with the goal of turning children into ideal Fascists. As it militarized the population and sent Italians to civilize foreign lands, officials created a more direct language that mobilized the nation's youth to protect the fatherland against its enemies. Such a curriculum was unavoidably racist in content, and when Mussolini legalized discrimination against 'non-Italians' in 1938, the pre-existing pedagogy allowed for a relatively smooth transition between pre-racial-law education and post-racial-law education. When Italy entered World War II in 1940, the values were set for Italians to wage a war for national pride and racial privilege.

Language: English

Published: New Haven, Connecticut, 2010

Language: English

Language: English

ISSN: 0010-700X

Language: English

Published: Providence, Rhode Island: Department of Education, State of Rhode Island, 1913

Series: Rhode Island Education Circulars

Abstract/Notes: The purpose of this study was to examine the effect of vegetable gardening activities for 4-years-old children. For this purpose, this study is focused on learning how effect vegetable gardening activities on 4-years-old children's science-related attitude and scientific exploration ability. To examine this purpose, the following research questions were investigated: 1. How effects does vegetable gardening activity make on 4-years-old children's science-related attitudes? 2. How effects does vegetable gardening activity make on 4-years-old children's scientific exploration ability? The Subjects were fifty children from 2 classes of B kindergarten in Jung-gu, Daejeon. The subject were experimental group consisted of 25 children, while control group consisted of 25 children whose average age 4 years 10 weeks. Measuring tools for this study included the science-related attitude test and the scientific process skills test. For the science-related attitude test researcher modified 'Instrument for science-related attitude test' which Che,Jung-yeon had made in 2003 on the basis of Kim, Hyo-nam's Chung, Wan-ho's Jeong, Jin-Woo's national assessment system of science-related affective domain in 1999. And for the scientific exploration ability test researcher modified 'Instrument for scientific exploration ability test' which Lee, Kyoug-min had made in 2000 on the basis of Martin's scientific exploration ability evaluation benchmark in 1997. To verify young children's science-related attitude, after coming up with score's difference of pretest and posttest of science-related attitude, executed t-test. To verify young children's scientific exploration ability, after coming up with frequency and percentage of scientific exploration ability, executed X2-test. The result of study are as follows. First, vegetable gardening activity theory exerted positive effects on 4-years-old children's science-related attitude. there was also a positive effect as the children's interest in science, desire to learning more about science, science-related jobs and science-related problems issues increased. However, there was no positive effect on science-related activities. Other positive effects on attitudes to science 4 year old children did vegetable gardening, it increased sense of curiosity, ability critically think, ability to cooperate and ability to volunteer. However, there were no effects on the children's openness to new ideas, patience and creativity. Second, vegetable gardening activity theory exerted positive effects on 4-years-old children's scientific exploration ability. this had positive effect as the children's ability to predict, classify, measure, and discuss improved, but there were no effects on their ability to observe. / 본 연구에서는 채소기르기 활동이 만4세 유아의 과학관련태도 및 과학적 탐구능력에 미치는 영향에 대해 알아보았다. 연구의 대상은 대전광역시 중구에 소재한 B유치원의 만 4세 연령 학급 유아 50명으로, 25명은 실험집단으로 채소 기르기 활동을 실시하고 25명은 통제집단으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 채소 기르기 활동은 만 4세 유아의 과학관련태도 향상에 긍정적인 영향을 준다. 과학관련 태도의 하위영역별로 살펴보면, 채소기르기 활동은 흥미의 요소 중 과학에 대한 흥미, 과학학습에 대한 흥미, 과학과 관련된 직업에 대한 흥미, 과학에 대한 불안에 긍정적인 영향을 주었으나, 과학과 관련된 활동에 대한 흥미에는 긍정적인 영향을 주지 않았다. 과학적 태도에서는 호기심, 비판성., 협동성, 자진성에서는 긍정적인 영향을 주었으나. 개방성, 끈기성, 창의성에서는 긍정적인 영향을 주지 않았다. 또한 과학에 대한 인식에는 전체적으로 긍정적인 영향을 주지 않는다. 둘째, 채소 기르기 활동은 과학적 탐구능력에는 긍정적인 영향을 준다. 구성 요소에 따라 살펴보면, 예측하기. 분류하기, 측정하기, 토의하기에는 긍정적인 영향을 주었으나, 관찰하기에서는 긍정적인 영향을 주지 않았다.

Language: Korean

ISSN: 1226-9417

Language: English

Published: [S.I.]: University of California, 1992

Language: English

ISSN: 1354-1498

Language: English