POLECAMY
Koszyk
Authors of Their Own Development
Montessori school graduates
Autor:
Format:
pdf, ibuk
The Author undertook the difficult task which is both the multidimensional formulation and the integral revelation of the main issues of contemporary school education in the light of the title problem of the book. This volume allows us to get familiar with the theoretical conception presenting an independent and autonomous person, as well as the part of education in assisting the development of an individual, particularly one of the educational projects – that of the Italian pedagogue, Maria Montessori. Based on the own research results, the Author shows:
1) the way in which the self-authoring personality developed among the graduates of one of the Montessori schools in Poland, particularly its standard and the meanings associated with the authorship by the participants of the study, as well as the way in which the structure of self-authoring personality can be described (Chapter V),
2) the experiences of the examined graduates associated with their development also the meanings they attribute to the experiences in terms of the emotions, feelings, and their changeability regarding the modification of the spatio-temporal prospects (Chapter VI),
3) the content and the manner of the personal distant tasks implementation, including the developmental prospects of the individual superior task and operational ones as well as the affective pattern of superior tasks of the Montessori school graduates (Chapter VII).
Prof. dr hab. Joanna Madalińska-Michalak
| Rok wydania | 2022 |
|---|---|
| Liczba stron | 282 |
| Kategoria | Edukacja |
| Wydawca | Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej |
| ISBN-13 | 978-83-227-9593-4 |
| Numer wydania | 1 |
| Informacja o sprzedawcy | ePWN sp. z o.o. |
Ciekawe propozycje
Spis treści
| Introduction | 9 |
| Chapter I. A person as the author of their own development | 15 |
| 1. Towards self-authorship: from listening to external opinions to developing one’s internal voice | 16 |
| 2. Kazimierz Obuchowski’s theory of the self-authoring personality: from performing roles to self-determination | 22 |
| 2.1. Characteristics of the self-authoring personality: Being a subject, being a person and subjective standards of evaluation | 26 |
| 2.2. Setting future-orientated tasks as a condition of one’s self-authoring development | 29 |
| 2.3. Creative adaptation: developmental mechanism | 33 |
| 3. The self-authoring person’s ability to reflect | 34 |
| Chapter II. Conditions of the development and education of a self-authoring person | 39 |
| 1. Affirmation of the person as an autonomous individual: personalism and its pedagogical references | 40 |
| 2. The role of the autonomous development factor | 46 |
| 3. Education and self-education: support for the development of a self-authoring person | 50 |
| 4. The main assumptions of the model of education for the self-authoring person | 56 |
| Chapter III. Maria Montessori’s pedagogy and the model of educatIon of the self-authoring person | 71 |
| 1. Love for the child as a source of Montessori’s pedagogy | 71 |
| 2. Child development | 73 |
| 3. The idea of education for life as a message of Montessori’s pedagogy | 88 |
| 4. The model of education for life | 98 |
| Chapter IV. Methodological basis of the research | 107 |
| 1. Research on Montessori education in Poland | 107 |
| 2. Research assumptions | 115 |
| 3. Research subject and aims | 118 |
| 4. Variables and indicators | 121 |
| 5. Research method, technique and tools | 122 |
| 5.1. Self-authoring personality Questionnaire | 127 |
| 5.2. Self-reflection on education in the Montessori system Questionnaire | 129 |
| 5.3. My experiences Questionnaire | 134 |
| 6. Organisation of the research and the characteristics of the study group | 137 |
| 7. The analysis of the sociodemographic variables of the study group | 138 |
| Chapter V. The self-authoring personality of Montessori school graduates based on the research | 145 |
| 1. The concept of a heterostatic standard for the self-authoring person | 146 |
| 2. The general level of self-authoring personality among Montessori school graduates | 148 |
| 3. Subjective meanings of the self-authoring characteristics of Montessori school graduates | 150 |
| 4. The arrangement of the three basic dimensions of the self-authoring personality | 168 |
| 5. The arrangement of the characteristics of the self-authoring personality with regard to the detailed criteria | 172 |
| Chapter VI. Affective meanings of the personal experiences of Montessori primary school graduates based on the research | 177 |
| 1. Personal experiences of Montessori graduates captured in a pattern of feelings | 178 |
| 1.1 The profile of affective meanings of school experiences | 181 |
| 1.2 The profile of affective meanings of general and ideal experiences | 190 |
| 2. The arrangement of affective indicators of school and life experiences | 198 |
| 3. Variability of feelings in connection with the change of spatio/temporal | |
| perspectives | 203 |
| Chapter VII. The content and affective pattern of the personal superior tasks of Montessori school graduates based on the research | 211 |
| 1. Personal superior tasks of the Montessori school graduates | 212 |
| 2. The personal life task as a prospect for development | 215 |
| 3. Development potential in operational tasks | 224 |
| 4. The affective pattern of superior tasks of Montessori school graduates | 229 |
| Summary and findings | 233 |
| Conclusions | 245 |
| References | 253 |
| Annex | 273 |
| List of tables and figures | 281 |
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