Authors of Their Own Development

• Druk: 2022
• Autor: Beata Bednarczuk
• Wydawca: UMCS

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

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• ISBN: 978-83-227-9593-4
• ISBN druku: 978-83-227-9593-4
• Liczba stron: 282

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