The Montessori philosophy is a good foundation to education of new generation
The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition.
Reforming education is a priority, but has been neglected by governments over the last 25 years.
Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012).
The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process.
The Montessori's philosophy guarantees high quality and safety for the future because:
First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence.
Secondly, Montessori’s constructivism moved the knowledge from the product into the process.
Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public).
Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.
Angela Uchoa Branco, M.C.Lopes-de-Olivera. (2018). “Alterety, Vlaues, and Socialization”. Springer International Publishing. Switzerland
Albanian Republic. Ministry of Education and Sport (MES). izha.edu.al/new/wp-content/uploads/.../Korniza-Kurrikulare.pdf. (IZHA) Tirana. Albania
Barbara Isaacs. (2010) “Bringing the Montessori. Approach to your early year”. By Routledge. Principal of Montessori Centre International (MCI), the UK's largest Montessori Training College.
Central Board of Secondary Education, “Value Education, A Handbook for Teachers”. New Delhi, CBSE. 1997, 2003
Emel Ultanir. (2012). “An epistemological glance at the constructivist approach learning in Dewey, Piaget, and Montessori”. International Journal of Instruction, July 2012. Vol.5. No. 2.
Garrison, J., Neubert, S., Reich, K. (2012). “John Dewey’s Philosophy of Education. An Introduction and Recontextualization for Our Times”. Palgrave Macmillan US.
Imanuel Kant. (2014) “Gesammelte Schriften” Westdeutchhhher Verlag, Koln.
J. Piaget. (1952) “The origins of intelligence in children. International Universities Press. Inch.
Marcelo Sánchez Sorondo. Edmond Malinvaud. Pierre Léna (2006) “Globalization and education”, The proceedings of a Joint Working Group 16-17 November 2005. Casina Pio IV. Vatican City, pg 3-24.
Minyi Li, J. Fox, S. Grieshaber. (2017). “Contemporary Issues and Challenge in Early Childhood Education in Asia-Pacific region”. Springer. Singapor.
M Montessori: "An overview of Montessori pedagogy - re contextualising and de contextualising educational knowledge" Chapter VI. Page 241-311. (https://ses.library.usyd.edu.au/bitstream/2123/1859/.../07chapter6.pdf)
M. Montessori (2014) “Dr. Montessori’s Own Handbooks”. By Wilder publications. PO Box 632 Floyd VA 24091 USA.
M. Montessori. (2012) “The Montessori Method”. By Frederick Stokes Company.
Rudolf Steiner. (2004) “Human values in education”. Anthroposophical Press. Great Barrington.
Metrics powered by PLOS ALM
- There are currently no refbacks.
Copyright (c) 2018 Dr.Sc. Agim Leka
This work is licensed under a Creative Commons Attribution 4.0 International License.