ebook Authors of Their Own Development Beata Bednarczuk

Wydawca: UMCS

Rok wydania: 2022

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

Spis treści ebooka Authors of Their Own Development

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