"Dr. Montessori was par excellence the great interpreter of the child; and though she herself has passed on from the scene of her labours her work will still go on."-- Westminster Cathedral Chronicle One of the landmark books in the history of education--and one of the least expensive editions now available--this volume describes a new system for educating youngsters. Based on a radical concept of liberty for the pupil and highly formal training of separate sensory, motor, and mental capacities, (...) the system enabled youngsters to master reading, writing, and arithmetic rapidly and substantially. Included are discussions of scientific pedagogy; discipline; the importance of proper diet, gymnastics, and manual labor; and many other topics. Unabridged reprint of the classic 1912 edition. (shrink)

The Montessori Method is accepted as an alternative education model today. Although it was spread out in USA at the beginning of the 20th century, it is currently used and accepted all over the world. Although its application in pre-education is common, it has also been adopted and applied at different levels. The Montessori method differs from traditional education not only in terms of approach to students, teachers, discipline, and school environment, but also in the way (...) it uses certain materials in its education. According to Maria Montessori, kids should be at the center of education, and the duty of teacher is to observe and guide children. The Montessori method, which is mostly applied in general education, is also used in the education of religion, values, and morals. In this study, besides Maria Montessori's thoughts on general education, her thoughts on religious education are also discussed. This research focuses on Montessori schools in Indiana, United States -. In this study, the qualitative research method and the phenomenological approach are adopted. Observation, interview, and document analysis are used as data collection tools. The subject of the study is the discussion of the Montessori method in terms of research results in religion, values and moral education and Montessori’s point of view on the subject. All participants, who work as instructors in Montessori schools, determined by maximum diversity and snowball sampling, Observation in Montessori schools and the program of one of them is used as an aid in the interpretation of the research findings. (shrink)

Perhaps we fail to understand the mimetic nature of desire because we rarely refer to the first stages of human development. Every child has appetites, instincts and a given cultural milieu in which he learns by imitating adults or peers. Imitation and learning are inseparable. It may be said that we acquire knowledge by using our minds; but the child absorbs knowledge directly into his psychic life. . . . Impressions do not merely enter his mind; they form it. They (...) incarnate themselves in him. . . . We have named this type of mentality, The Absorbent Mind. The Montessori Method of early childhood education offers mimetic theory an avenue to explore healthy patterns of desire in children. Such an .. (shrink)

This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find (...) fertile ground in schools applying the Montessori Method? The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages. As educational researchers and professionals know, children have the ability to think, but such ability has not always been considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator. (shrink)

Dr. Maria Montessori opened the first Casa dei Bambini (Children's House) on 6 January 1907 in San Lorenzo, Rome. Through her observations and work with these children she discovered their astonishing, almost effortless ability to learn. Thus began a century of great work uncovering the true nature of childhood. "Times have changed, and science has made great progress, and so has our work; but our principles have only been confirmed, and along with them our conviction that mankind can hope (...) for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation." Dr. Montessori from the forward to "The Discovery of the Child", Poona 1948. (shrink)

This paper considers the process of becoming an international public intellectual, taking the case of Maria Montessori (1870–1952), the Italian physician who became an authority on education and, u...

Traditional American schooling is in constant crisis because it is based on two poor models for children's learning: the school as a factory and the child as a blank slate. School reforms repeatedly fail by not penetrating these models. One hundred years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. Does Montessori education provide a viable alternative to traditional schooling? (...) Do Dr. Montessori's theories and practices stand up to the scrutiny of modern-day developmental psychology? Can developmental psychology tell us anything about how and why Montessori methods work? In Montessori, the author shows that science has finally caught up with Maria Montessori: Current scientific research provides astounding support for her major insights. She presents the research concerning eight insights that are foundational to Montessori education and describes how each of these insights is applied in the Montessori classroom. In reading this book, parents and teachers alike will develop a clear understanding of what happens in a Montessori classroom and, more important, why it happens and why it works. Montessori however, does much more than explain the scientific basis for Montessori's system. Amid the clamor for evidence-based education, this book presents the studies that show how children learn best, makes clear why many traditional practices come up short, and describes an ingenious alternative that works. Everyone interested in education, at all levels and in all forms, will take from this book a wealth of insights on how to improve teaching effectiveness. Montessori is indispensable reading for anyone interested in what psychologists know about human learning and development. (shrink)

Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own (...) aims and methodology. (shrink)

Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used over the years and where and how it has had an impact. Providing crucial background for understanding key thinkers in the field such as Plato, Dewey, Montessori and Freire, each chapter represents a way of understanding the goals and methods of research conducted in the field of education. With key (...) terms and further reading throughout, this book is a must-read for anyone undertaking or interested in research in the field of education. (shrink)

On the method of Saint Giovanni Bosco, 1815-1888, in guidance and counselling.

The importance of pedagogy as a science is in exploration and improvement of education as an integral part of the social reality. Theory of education, General pedagogy and Methodics of educational work are the scientific disciplines that are most directly related to examining the educational work, and represent its theoretical and methodological basis in the process of its realization. Educational work provides the essence of the overall education process, since it refers and unites the knowledge, skills, attitudes, beliefs and values (...) of the individual, and its results are seen in developing student’s unique personality. In this paper the focus is on the Methodics of educational work, as a pedagogical discipline which is most closely related to the process of realization of educational work. The aim is through analysis of the basic theoretical and terminological aspects to emphasize its role in the overall education process. Taking into consideration the complexity of educational work and difficulties related to the process of assessment of the outcomes, application of the taxonomy of the affective domain is suggested as a possible approach. Also, the importance of some topics that are particularly relevant in pedagogy is emphasized, but which, due to terminological inconsistencies, are not sufficiently recognized as part of the Methodics of educational work. (shrink)

Originally published in 1904, this book discusses the fundamental importance of education and theories of education within the works of Erasmus. Beginning with an outline of the life and characteristics of Erasmus, the text moves through his educational aims, ideas on the beginnings of the educational process and conception of the liberal arts. The second part of the text presents four extracts from the writings of Erasmus which express his views on education. Apart from a short chapter from De Conscribendis (...) Epistolis, which is given in Latin with English headings, these extracts are all translated into English. This book will be of value to anyone with an interest in Erasmus and the historical development of education. (shrink)

The need to examine the efficiency of state financing of universities is becoming more important for a number of reasons. The growth in the social demand for higher education, the globalization and internationalization of the higher education system, the recognition of the need to improve the quality of studies coincide with the financing aspects of activities of higher education institutions. The object of the research is to analyze the financing models and state funding methods of the higher education system and (...) to disclose the advantages as well as dysfunctions of each conception. This paper examines the mechanisms through which governments allocate resources to higher education in order to establish effective means to transfer these subsidies to institutions. (shrink)

This research was conducted to reveal the views of the parents and prospective parents in our country on the oncept of childhood, the methods of education they applied and their opinions about the effects of the internet. In this context; under the 40; 26 male 32 female, between 40-60; 7 male, 9 female, over the 60; 2 male, 2 female total78 people were interviewed. The findings were assessed regarding gender-generation and gender-repeat/expression. The results of this research show that the participants (...) are aware of the fact that every single child has a unique personality. According to the study, while the younger participants use more diverse and modern education techniques, the older ones still use traditional educational methods. In further detail, the participants are fully aware of the adverse effects of the internet, and they take control over their children's use of the internet. (shrink)

정보 혁명의 시대 속에서 학생들의 도덕적 창의성 발달을 위한 도덕교육의 중요성이 날로 증대하고 있다. 창의적인 윤리적 문제 해결에 도움을 줄 수 있는 교육 방법은 무엇인가? 시넥틱스(synectics)가 이 질문에 대한 하나의 해답이 될 수 있다. 시넥틱스는 학생들로 하여금 문제에 대한 분석으로부터 새로운 아이디어의 생성과 개발에 관여하게 하는 창의적인 문제 해결 과정을 의미한다. 시넥틱스는 은유적 활동을 통하여 창의성을 의식적인 과정으로 만들고자 한다. 은유는 하나의 대상이나 아이디어를 다른 대상이나 아이디어의 위치에 놓이게 하고, 비교를 통해 둘 간의 유사 관계를 설정한다. 이러한 대체를 통하여 익숙한 (...) 것을 낯선 것과 연합시키거나 또는 익숙한 것으로부터 새로운 아이디어를 창조하는 창의적 과정이 발생한다. 도덕과 수업에서의 시넥틱스 방법은 도덕적 특수주의의 주장을 보완하고, 협동적인 도덕적 지식의 구성을 가능하게 해 줄 수 있는 장점이 있다. 도덕과 수업에서 시넥틱스의 활용은 학생들에게 익숙하거나 친숙한 개념ㆍ가치ㆍ덕목ㆍ원리들을 전혀 새로운 낯설고 새롭게 만드는 방법을 통해 학생들의 창의적 해결을 촉진시키는 방법, 그리고 학생들에게 낯설고 생경한 용어들을 매우 익숙하고 친숙한 용어들로 만드는 방법을 통해 개념 획득과 심층적 이해를 촉진하는 방법으로 구분할 수 있다. (shrink)

My discussion suggests that one of Richard Peters’ main contributions to the philosophy of education was in expounding and stressing the need for a particular view of the subject, essentially conceptual analysis. The paper proceeds to defend this view and Peters’ specific account of education against the charges that his work relies simply on preferred definitions and that it is unwarrantably prescriptive. The practical value of this kind of philosophy is then further assessed, while in the final section attention is (...) drawn to Peters’ commitment to the idea of education being an integrally moral enterprise. (shrink)

Kristján Kristjánsson's aim in this article is to bury the old saw that dialogue is exclusively a Socratic but not an Aristotelian method of education for moral character. Although the truncated discussion in Aristotle's Nicomachean Ethics of the character development of the young may indicate that it is merely the result of a mindless process of behavioral conditioning, Nancy Sherman has argued convincingly that such a process would never yield the end result that Aristotle deems all-important — a precondition (...) for the ascription of virtue — namely, reason-infused phronesis. Rather than having to rely on impressionistic Aristotelian reconstructions here, Kristjánsson observes, considerable enlightenment can be gleaned by studying Aristotle's account of friendship, especially his account of how character friends reciprocally construct each other's selfhoods through sustained, dialectical engagement. It is clear from this description that ideal character building essentially involves dialogue. If that is correct, however, in the case of character friendship, new light can be shed on other Aristotelian staples of character education, such as role modeling and the use of literature and music, as those will then also, by parity of reasoning, involve sustained use of a dialogical method. (shrink)

This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.

본 연구는 양성평등을 추구해왔던 페미니즘 윤리의 평등개념과 양성평등이 지니는 도덕적 가치를 살피고, 이를 토대로 초등학교 도덕과 양성평등교육의 실태를 분석하여 그 대안을 제시하고자 하였다. 첫째, 페미니즘 윤리에서의 평등의 개념은 ‘동등성으로서의 평등’, ‘차이 속의 평등’, ‘상호성과 다양성 인정으로서의 평등’으로 나누어진다. 이 개념들은 각각 우열의 관계라기보다는 연속적 발전과정으로 이해해야한다. 둘째, 페미니즘윤리에서 추구하는 양성평등의 도덕적 가치는 인간존중과 그 실현조건으로서의 자유, 상호적 주체성, 배려와 다양성 존중 등이다. 인간존중과 자유는 도덕적 이상이 된다는 점에서, 상호적 주체성은 도덕적 행위의 주체라는 점에서, 그리고 배려와 다양성 존중은 양성평등을 실현할 수 (...) 있는 구체적 방법이라는 점에서 도덕적 가치를 갖는다. 셋째, 이상의 논의를 바탕으로 양성평등의 관점에 따라 도덕교과서 및 생활의 길잡이 8권을 분석해본 결과 도덕교과 목표는 성차이나 다양성이 고루 반영되어 있지 않았고 남녀의 성 분리적 특성이 들어 있었다. 그리고 성역할 고정관념과, 성 차이 인식을 가능케 하는 텍스트가 부족하다는 문제점들이 드러났다. 따라서 양성평등교육이 초등학교 도덕과에서 보다 효율적으로 이루어지기 위해서 다음과 같은 노력이 필요하다. 첫째, 교육목표에서 성 차이와 다양성을 반영하여 여성과 남성을 균형 있게 다루고 양성적 특징을 조화시키는 인간상을 제시할 수 있어야 한다. 둘째, 도덕교과 내에 출현하는 양성의 수적 균형을 고려하고, 여성적 활동을 정당하게 평가하는 구체적 내용을 포함시켜야 한다. 셋째, 여성의 역할을 공적인영역과 사적인 영역 구분 없이 고루 등장시키고, 의도적으로 여성을 중심부화 하려는 노력이 필요하다. 넷째, 성 차이를 인식할 수 있는 다양한 텍스트를 개발하여 아동 스스로 남녀평등의 가치를 실현시키고자 하는 의식을 강화시켜주어야 한다. (shrink)

Education is a fundamental pillar in human development, and its evolution throughout history has been influenced by a variety of factors, including imaginative culture and human nature. In this study, we explore how educational methods have evolved in response to the interaction between these two aspects. We look at how human creativity, imagination, and adaptation have influenced the way we teach and learn, from early forms of knowledge transmission to more contemporary approaches focused on active student engagement and the development (...) of practical skills. Our research is based on a comprehensive review of the academic literature in the fields of education, evolutionary psychology, cultural anthropology, and imagination studies. We explore how societies have used imagination as a tool to transmit knowledge and values, as well as to foster creativity and individual expression. We also examine how adaptive aspects of human nature, such as the ability to learn collaboratively and adapt to changing environments, have influenced the way educational methods are designed. Our results show a clear evolution in educational methods over time, from approaches focused on the one-way transmission of knowledge to more interactive and participatory models that encourage exploration and discovery. We identify common patterns in the way societies have used imagination and adaptation to promote learning and socialization and discuss the implications of these findings for contemporary education. In conclusion, this study highlights the importance of understanding the relationship between imaginative culture, human nature, and education. It provides a solid foundation for the design of educational methods that harness the innate creativity and adaptability of human beings and offers guidance for educators and policymakers on how to promote meaningful and lasting learning in today's world. (shrink)

Two Methods Of Creative Marketing Research Neuromarketing And In-Depth Interview Creativity is one of the most important concepts nowadays' business environment. The purpose of this article is to determine whether neuromarketing and in-depth interviews complete each other in terms of allowing marketers to to create more creative marketing strategies on how customers really feel.Raising global competition pressure does not allow marketers to ignore it. Marketing is a field that is most sensitive to such influences. New point of view most times (...) gives an advantage in the marketing field. It helps to develop creative strategies.Two methods of creative marketing research: neuromarketing and in-depth interview were analyzed. Creativity is a potential which must be developed as a source of further development. It is a source natural to all people, a source that has a motivational effect. Creativity may be developed. Constant education is required. It is necessary to remove barriers and establish opportunities for creative thinking, reduce habitual stereotypes, release space for searching and find further alternatives. Significance of marketing in nowadays business environment is out of any doubts. Companies world wide spend trillions of dollars each year on Advertising, Marketing, and Research and Develoment. For decades, advertisers, marketers, and product developers are making an effort to apply social psychology to discover the tools to tap into the consumer's brain. Some marketers believe that most of biases occur because of responses changed by the customer's conscious mind. Development of technology gives a wide range of opportunities for the new generation marketing research. In conclusion, it is clear, that neuromarketing and in-depth interviews may complete each other and draw together more accurate picture of what the customers really feel, that allows marketers to create more competitive creative marketing strategies. (shrink)

본 논문은 초등학교 도덕교육에서의 논술교육의 방향과 내용, 방법을 구체화하기 위한 것이다. 최근 대입전형에서 논술이 약화되긴 하였지만 논술의 본질적 가치는 여전히 유효하다. 논술은 단순한 글쓰기를 넘어 한 인간의 가치관과 세계관을 드러내는 고도의 지적 기술로, 짧은 시간에 형성되기 어려운 능력이다. 따라서 논술교육은 중․고등학교보다 초등학교에서 독서와 토론을 중심으로 철학적 사고력을 기르는 데 초점이 두어져야 한다. 나아가 글쓰기를 넘어 철학적․반성적․비판적 사고력을 기른다는 점에서 초등학교 논술교육은 도덕과가 중심 역할을 해야 한다. 이 글은 초등학교 도덕교육에서의 논술교육의 토대를 제시하기 위하여 다음 세 가지에 초점을 두고 논의를 전개하였다. (...) ①논술교육을 위하여 초등 도덕교육은 어떤 방향으로 나아가야 하는가? ②도덕 교과에서 논술의 기초를 마련하기 위하여 교육 내용과 방법은 어떠해야 하는가? ③구체적인 논술수업모형으로서의 개념분석모형의 장점은 무엇이고 어떤 과정으로 이루어지는가? 이에 대해, 결과로서의 논술교육, 내용으로서의 철학교육, 방법으로서의 토론교육을 설정함으로써 초등학교 논술교육에서의 철학교육과 토론교육의 의미와 방법을 살펴보고 이를 개념분석모형에 적용하여 구체화시켜 보았다. (shrink)

BackgroundMoral Case Deliberation is a specific form of bioethics education fostering professionals’ moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice.MethodsIn this paper we present a case-study of a Moral Case (...) Deliberation with the dilemma method in a health care institution for people with an intellectual disability, describing the theoretical background and the practical application of the dilemma method. The dilemma method focuses on moral experiences of participants concerning a concrete dilemma in practice. By an in-depth description of each of the steps of the deliberation process, we elucidate the educational value and didactics of this specific method.ResultsThe didactics and methodical steps of the dilemma method both supported and structured the dialogical reflection process of the participants. The process shows that the participants learned to recognize the moral dimension of the issue at stake and were able to distinguish various perspectives and reasons in a systematic manner. The facilitator played an important role in the learning process of the participants, by assisting them in focusing on and exploring moral aspects of the case.DiscussionThe reflection and learning process, experienced by the participants, shows competency-based characteristics. The role of the facilitator is that of a Socratic teacher with specific knowledge and skills, fostering reflection, inquiry and dialogue.ConclusionThe specific didactics of the dilemma method is well suited for teaching bioethics in clinical settings. The dilemma method follows an inductive learning approach through a dialogical moral inquiry in which participants develop not only knowledge but also skills, attitude and character. The role of a trained facilitator and a specific view on teaching and practicing ethics are essential when using the dilemma method in teaching health care professionals how to reflect on their own moral issues in practice. (shrink)

이 글은 현재 교육담론의 중심이 되고 있는 다문화교육을 성찰하고, 우리 사회의 특수성을 이루는 유교의 본질과 원리를 바탕으로 다문화교육의 방안을 모색하기 위한 것이다. 오늘날 다문화상황은 교육 목표와 내용까지 변화시킬 만큼 핵심적이며, 1990년대 이후 다문화교육은 이러한 사회변화를 반영한 결과이다. 현재의 다문화교육은 다문화상황을 경험한 서양이론을 바탕으로 이루어지고 있으며, 이것은 실제 많은 도움을 주고 있다. 한국은 유교문화 속에서 강한 단일민족의식을 바탕으로 한다는 점에서 한국적 특수성을 염두에 두고 다문화교육이 이루어져야 한다. 여기서는 유교의 본질과 교육의 원리 세 가지-대동사회(大同社會: 더불어 사는 원리), 수기치인(修己治人: 성찰과 배려의 원리), 성․경(誠․敬: (...) 성실과 공경의 원리)-에 주목하고, 이 원리를 바탕으로 한국의 다문화상황의 문제점과 연결시켜 교육 방안을 탐색해 보았다. 결론에서는 한국적 상황에서 다문화교육을 위한 도덕교육의 방향을 살펴보았다. (shrink)

One of the most influential of the Victorian philosophers, Henry Sidgwick also made important contributions to fields such as economics, political theory, and classics. An active promoter of higher education for women, he founded Cambridge's Newnham College in 1871. He attended Rugby School and then Trinity College, Cambridge, where he remained his whole career. In 1859 he took up a lectureship in classics, and held this post for ten years. In 1869, he moved to a lectureship in moral philosophy, the (...) subject where he left arguably his greatest mark when he produced this work, regarded as his masterpiece. Published in 1874, the book argues the utilitarian approach to ethics, and a systematic and historically sensitive approach to ethical research that influenced utilitarian philosophers well into the twentieth century. It remains a valuable introduction to the philosophy, practice and history of ethics. This reissue includes the 1877 supplement. (shrink)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)