Authors of Their Own Development

Beata Bednarczuk

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ISBN/ISSN:

978-83-227-9593-4

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2022

Liczba stron:

284

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Bednarczuk, Beata. Authors of Their Own Development. Red. . : Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2022, 284 s. ISBN 978-83-227-9593-4

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Bednarczuk, B.

T1 Authors of Their Own Development

PB Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

YR 2022

SN 978-83-227-9593-4

Bibliografia BibTex:

@Book{ 299703, author = "Bednarczuk, Beata", editor = "", title = "Authors of Their Own Development", publisher = "Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej", year = "2022", address = "", isbn = "978-83-227-9593-4" }

Bibliografia endNote:

TY - BOOK

AU - Bednarczuk, Beata

ED -

TI - Authors of Their Own Development

PB - Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

CY -

PY - 2022

SN - 978-83-227-9593-4

ER -

Netografia (standard APA):

Bednarczuk, Beata. Authors of Their Own Development [baza danych online] : Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2022 [dostęp: 22 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/authors-of-their-own-development-beata-bednarczuk-299703.

edukacja, jednostka, montessori, wspomaganie rozwoju

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 fami...

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ISBN/ISSN:

978-83-227-9593-4

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2022

Liczba stron:

284

XML:ISBN/ISSN:

ONIX MARC21

Introduction10
Chapter I. A person as the author of their own development16
1. Towards self-authorship: from listening to external opinions to developing one’s internal voice17
2. Kazimierz Obuchowski’s theory of the self-authoring personality: from performing roles to self-determination23
2.1. Characteristics of the self-authoring personality: Being a subject, being a person and subjective standards of evaluation27
2.2. Setting future-orientated tasks as a condition of one’s self-authoring development30
2.3. Creative adaptation: developmental mechanism34
3. The self-authoring person’s ability to reflect35
Chapter II. Conditions of the development and education of a self-authoring person40
1. Affirmation of the person as an autonomous individual: personalism and its pedagogical references41
2. The role of the autonomous development factor47
3. Education and self-education: support for the development of a self-authoring person51
4. The main assumptions of the model of education for the self-authoring person57
1. Love for the child as a source of Montessori’s pedagogy72
Chapter III. Maria Montessori’s pedagogy and the model of educatIon of the self-authoring person72
2. Child development74
3. The idea of education for life as a message of Montessori’s pedagogy89
4. The model of education for life99
1. Research on Montessori education in Poland108
Chapter IV. Methodological basis of the research108
2. Research assumptions116
3. Research subject and aims119
4. Variables and indicators122
5. Research method, technique and tools123
5.1. Self-authoring personality Questionnaire128
5.2. Self-reflection on education in the Montessori system Questionnaire130
5.3. My experiences Questionnaire135
6. Organisation of the research and the characteristics of the study group138
7. The analysis of the sociodemographic variables of the study group139
Chapter V. The self-authoring personality of Montessori school graduates based on the research146
1. The concept of a heterostatic standard for the self-authoring person147
2. The general level of self-authoring personality among Montessori school graduates149
3. Subjective meanings of the self-authoring characteristics of Montessori school graduates151
4. The arrangement of the three basic dimensions of the self-authoring personality169
5. The arrangement of the characteristics of the self-authoring personality with regard to the detailed criteria173
Chapter VI. Affective meanings of the personal experiences of Montessori primary school graduates based on the research178
1. Personal experiences of Montessori graduates captured in a pattern of feelings179
1.1 The profile of affective meanings of school experiences182
1.2 The profile of affective meanings of general and ideal experiences191
2. The arrangement of affective indicators of school and life experiences199
3. Variability of feelings in connection with the change of spatio/temporal perspectives204
Chapter VII. The content and affective pattern of the personal superior tasks of Montessori school graduates based on the research212
1. Personal superior tasks of the Montessori school graduates213
2. The personal life task as a prospect for development216
3. Development potential in operational tasks225
4. The affective pattern of superior tasks of Montessori school graduates230
Summary and findings234
Conclusions246
References254
Annex274
List of tables and figures282

Introduction‹13

oneselfandone)senvironment.Tatiswhyeducationprovidessupportin

developingcognitive,social,emotional,moralandtranscendentalcapabili-

ties.TeﬁnalsectionofChapterIIpresentsthegeneralassumptionsofthe

modelofeducationoftheself-authoringperson.TeCivicCooperation

Model(Brzezińska,2000,2004)olersavisionofteachingthatmakespupils

capableofintentionalself-creationandself-teaching.TeCivicCooperation

Modelofeducationsetslearningactivitiesaimedatdevelopingself-awareness

inordertoenableapersontoharmonisetheirindividualinterestswiththe

goalsofothers.Tofocustheteachers)andstudents)actionsonthefuture,but

inthecontextofhereandnow,theobjectivesofeducationareformulated

withalong-termperspective.Tisisthefoundationforconstructingthelife

plansofaself-authoringperson.Teelementsofdidacticsystem,i.e.goals,

curricula,tasks,theorganisationofthelearningprocess,thenatureofstu-

dent-teacherinteractionsandtheprinciplesandmethodsofteaching,belong

tothecanonofpedagogy.However,theyareselectedtosupportthechild,

nottoimplementanexternalprogramme.Inturn,thecriticaldimensions

ofself-authors)educationandself-educationwerechosenandcharacterised.

AccordingtoWilhelmFlitner)sdeﬁnition(ascitedinNowak,1999,p.459),

aneducationalactrepresentstheentiretyofthoseprocessestakingplaceinside

astudentwhichcausearealisationoftheirinnerdispositionsothattheycan

bedeﬁnedaseducation.Itisassumedthatsearchingforthenecessaryvision

ofschoolingdoesnotdependuponarevolution,butreferstothemostsig-

niﬁcantacademictraditions.

TethirdchapterisdevotedtoMontessori)sphilosophyandpedagogy.

Atthebeginning,aninterpretationofherconceptofthechildandchild

developmentispresented.Next,particularattentionisdevotedtoMontessori)s

perceptionofpersonalityanditsconvergencewiththeselectedpsychological

theories.Montessoriusedthenotionofdevelopmentpotential,amongother

things.Shepostulatedtheformulationofaphilosophyofmovement,thefull

characteristicsofhumanactivity,ofwhichthechild)sworkrepresentsthe

keyelement.TerelevanttermsinMontessori)stheoryareexplained,such

asthepolarisationofattention,normalisation,freedomandresponsibility.

Inturn,therelationshipbetweentheideaofpsychologicalgrowthandthe

conceptofeducationforlifearediscussed.Ten,themodelofeducationfor

lifeisconsidered.

Inthefourthchapter,theassumptionsoftheauthor)sresearchproject

arepresented.TeanalysisofthefunctioningofachildinaMontessoriclass

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