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The power of authority and the Montessori teachers’ (in)ability to learn – research intervention report

100%

Jendza J.

nr 1

100-109

The article concentrates on the issue of Montessori teachers’ attitude towards pedagogical knowledge they develop during different forms of training. The analysis presented in the text is based on quasi-experiment rooted in Critical Realism research paradigm. Eighty-two Montessori teachers participated in a workshop and were asked to comment on eight different quotes. Half of them knew that these extracts had been taken from the publications by Maria Montessori and the other half did not have that knowledge. As a result, the first group of teachers formulated numerous critical remarks whereas the other one concentrated on positive interpretations. This experiment might shed some light on the power of authority and limitations to transform teachers’ implicit pedagogical presuppositions. The teachers that took part in this experiment were provided with the opportunity to problematize their personal teaching theories.

Sprawozdanie z Kongresu Montessori Europa (Rzym 25 XI – 29 XI 2012)

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Jendza J.

tom 9

nr 1(20)

118-123

Montessori as an alternative in post-totalitarian and ‘folwark’ educational culture – ethnographical research report

100%

Jendza J.

nr 2

128-144

The article addresses the issue of alternative education in the context of cultural codes. On the basis of ethnographic research conducted in primary Montessori schools in Poland the author analyses the significance of local culture for the global range pedagogy, and in this way questions the thesis according to which Montessori is indifferent to cultural differences. The results of the research show, that all three cultural codes, including the totalitarian and folwark ones are present in many different situations investigated during the research. At the same time Polish Montessori schools are undoubtedly these places in which the modernization code is overwhelmingly present.