Montessori

To facilitate the analysis of the various contributions of the game to social psychomotor, intellectual, imaginative, emotional development of the child, we present a table in which although appears each aspect separately, it is important to point out that the game never affects only one aspect of human personality but all together, and this interaction is one of its most enriching manifestations and that more power the development of man. If the game has an educational function, we have to be clear what the concept of education. In general and at the level vulgar, is understood by educated person, one that has a media culture and knows to behave in certain situations. This definition conforms to facts that are true, but education is not just that, but something else. This definition is incomplete because it would only reflect the external factor, responding to the concept Pre-cientifico.

If we consider the etymological concept: education: EDUCO, you teaching, EDUCATING, understood as a process from outside to inside, synonym of raising, processing of external influence. To know more about this subject visit Macy’s Inc.. The person is born without leaning and external aid educates. The educator to would have a role similar to that of a sculptor, because you are sculpting the person and this will only be the result of the work of the sculptor. Answer these ideas to the anthropological pessimism, represented by Kant and Durkeim movement. If we refer to the anthropological optimism represented by Rousseau and Montessori movement, we will see that they understand by education let growth: EDUCERE. In this case the educator is like a gardener who is going removing bad herbs so that the person grows and rises up what is inside it, which will get to know, accepting its capabilities and limitations, so you go turning into a being distinct from others. It is what is called self-education. Both positions are opposite, because there is no agreement in the etymological term of the word education.

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