The concepts of classroom discipline and student freedom in individual pedagogy
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The aim of this paper is the understanding of the concept of classroom discipline compared with the concept of freedom among the representatives of individual pedagogy (Jean-Jacques Rousseau, Ellen Key, Maria Montessori and Alexander S. Neill) in modern educational theory and practice. In their concepts of education, child freedom is interpreted and defined differently. However, for all of them freedom means showing respect for other people's rights, i.e. inviolability of other people's rights. The question of freedom is inextricably linked with the question of discipline, if discipline is to be understood as order and respect for the rules. This fact justifies the definition of classroom discipline as a process of influencing the behaviour of students with the aim of achieving undisturbed processes of teaching and learning in the classroom. In such a concept of classroom discipline, an individual is given full freedom within the limits of what is considered tolerable, preconcerted and... well substantiated. The mechanisms of classroom discipline should be formed and implemented throughout the process of education, not independently of it, and with the presence of all participants of the educational process.
Keywords:
Individual pedagogy / classroom discipline / student freedom / students’ and teachers’ rights and responsibilitiesSource:
Didactica Slovenica - pedagoška obzorja (scientific journal for didactics), 2012, 27, 5, 80-93Publisher:
- Novo mesto: Pedagoška obzorja; Ljubljana: Pedagoška fakulteta & Novo mesto: Visokošolsko središče
Funding / projects:
- Concepts and strategies of providing quality basic Education and pedagogical work (RS-MESTD-Basic Research (BR or ON)-179020)
Institution/Community
Pedagogija / PedagogyTY - JOUR AU - Radovanović, Ivica V. AU - Tadić, Aleksandar S. PY - 2012 UR - http://reff.f.bg.ac.rs/handle/123456789/5246 AB - The aim of this paper is the understanding of the concept of classroom discipline compared with the concept of freedom among the representatives of individual pedagogy (Jean-Jacques Rousseau, Ellen Key, Maria Montessori and Alexander S. Neill) in modern educational theory and practice. In their concepts of education, child freedom is interpreted and defined differently. However, for all of them freedom means showing respect for other people's rights, i.e. inviolability of other people's rights. The question of freedom is inextricably linked with the question of discipline, if discipline is to be understood as order and respect for the rules. This fact justifies the definition of classroom discipline as a process of influencing the behaviour of students with the aim of achieving undisturbed processes of teaching and learning in the classroom. In such a concept of classroom discipline, an individual is given full freedom within the limits of what is considered tolerable, preconcerted and well substantiated. The mechanisms of classroom discipline should be formed and implemented throughout the process of education, not independently of it, and with the presence of all participants of the educational process. PB - Novo mesto: Pedagoška obzorja; Ljubljana: Pedagoška fakulteta & Novo mesto: Visokošolsko središče T2 - Didactica Slovenica - pedagoška obzorja (scientific journal for didactics) T1 - The concepts of classroom discipline and student freedom in individual pedagogy EP - 93 IS - 5 SP - 80 VL - 27 UR - https://hdl.handle.net/21.15107/rcub_reff_5246 ER -
@article{ author = "Radovanović, Ivica V. and Tadić, Aleksandar S.", year = "2012", abstract = "The aim of this paper is the understanding of the concept of classroom discipline compared with the concept of freedom among the representatives of individual pedagogy (Jean-Jacques Rousseau, Ellen Key, Maria Montessori and Alexander S. Neill) in modern educational theory and practice. In their concepts of education, child freedom is interpreted and defined differently. However, for all of them freedom means showing respect for other people's rights, i.e. inviolability of other people's rights. The question of freedom is inextricably linked with the question of discipline, if discipline is to be understood as order and respect for the rules. This fact justifies the definition of classroom discipline as a process of influencing the behaviour of students with the aim of achieving undisturbed processes of teaching and learning in the classroom. In such a concept of classroom discipline, an individual is given full freedom within the limits of what is considered tolerable, preconcerted and well substantiated. The mechanisms of classroom discipline should be formed and implemented throughout the process of education, not independently of it, and with the presence of all participants of the educational process.", publisher = "Novo mesto: Pedagoška obzorja; Ljubljana: Pedagoška fakulteta & Novo mesto: Visokošolsko središče", journal = "Didactica Slovenica - pedagoška obzorja (scientific journal for didactics)", title = "The concepts of classroom discipline and student freedom in individual pedagogy", pages = "93-80", number = "5", volume = "27", url = "https://hdl.handle.net/21.15107/rcub_reff_5246" }
Radovanović, I. V.,& Tadić, A. S.. (2012). The concepts of classroom discipline and student freedom in individual pedagogy. in Didactica Slovenica - pedagoška obzorja (scientific journal for didactics) Novo mesto: Pedagoška obzorja; Ljubljana: Pedagoška fakulteta & Novo mesto: Visokošolsko središče., 27(5), 80-93. https://hdl.handle.net/21.15107/rcub_reff_5246
Radovanović IV, Tadić AS. The concepts of classroom discipline and student freedom in individual pedagogy. in Didactica Slovenica - pedagoška obzorja (scientific journal for didactics). 2012;27(5):80-93. https://hdl.handle.net/21.15107/rcub_reff_5246 .
Radovanović, Ivica V., Tadić, Aleksandar S., "The concepts of classroom discipline and student freedom in individual pedagogy" in Didactica Slovenica - pedagoška obzorja (scientific journal for didactics), 27, no. 5 (2012):80-93, https://hdl.handle.net/21.15107/rcub_reff_5246 .