Open AccessThe Montessori's pedagogy in holistic terms
Author(s) -
Joachim Glier
Publication year - 2020
Publication title -
studia z teorii wychowania
Language(s) - English
Resource type - Journals
eISSN - 2719-4078
pISSN - 2083-0998
DOI - 10.5604/01.3001.0014.6562
Subject(s) - pedagogy , variety (cybernetics) , context (archaeology) , subject (documents) , originality , sociology , social pedagogy , holistic education , epistemology , mathematics education , psychology , social science , computer science , philosophy , political science , history , social change , qualitative research , archaeology , artificial intelligence , library science , law
There are already a lot of publications on Montessori’s pedagogy, both abroad and in Poland. The authors of those scientific articles and monographs usually focused on one or more selected issues and discussed them or developed in context of their own research. The great number of those publications isn’t something negative, because it enables getting to know this pedagogical conception in depth. However this great number of studies and the variety of raised issues cause that the constitutive elements of this pedagogy blur in details of this numerous publications and also cause that the originality of this pedagogy becomes difficult to catch. This situation was the reason for attempting to define this pedagogy, that is, to define its constitutive components, to subject them to analyses and then to combine them into a holistic conception of pedagogy called Montessori’s pedagogy.