The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti

Abstract

This paper lends insight into the fundamental postulates of Montessori pedagogy
and definitions of contemporary educational neuroscience, focusing on the needs
and solutions of contemporary didactic approaches. By presenting the results of
contemporary researches, the paper connects the achievements of Montessori
pedagogic methods and strategies with the scientific indicators of educational
neuroscience about the manners of positive impact on the development of an
individual. The results of the educational neuroscience research will corroborate the
postulates of Montessori pedagogy that state that understanding the developmental
stages of upbringing, individual competences, and specificities of each child are
important for upbringing. Specific cases will be used to emphasize that, apart
from the cognitive competence, it is essential to develop psychomotor and affective
competences, meaning that the development of these personality spheres is
connected and interdependent. By providing the pedagogic perspective, the paper
points to the need for further deliberation on how to shape an optimal curriculum.
The paper suggests that various social and technological changes are reasons to
consider pedagogic methods, strategies, and approaches of Montessori, which is also
supported and substantiated by contemporary educational neuroscience.
Key words: didactics; Montessori pedagogy; neurodidactics; neuroscience.

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U ovom radu daje se uvid u osnovne postulate Montessori pedagogije i definicije
suvremene obrazovne neuroznanosti, orijentirajući se prema potrebama i rješenjima
za suvremene didaktičke pristupe. Prikazom rezultata suvremenih istraživanja rad
povezuje dostignuća Montessori pedagoških metoda i strategija sa znanstvenim
pokazateljima obrazovne neuroznanosti o načinima pozitivnoga utjecaja na razvoj
pojedinca. Rezultati istraživanja obrazovne neuroznanosti potkrijepit će postulate
Montessori pedagogije da je za odgojni pristup važno razumijevanje razvojnih faza
odrastanja, individualnosti kompetencija i specifičnosti odgajanika. Specifičnim
primjerima naglasit će se da je uz kognitivne, bitno razvijati psihomotorne i
afektivne kompetencije, odnosno da je razvoj ovih sfera ličnosti povezan i
međuovisan. Ponuđenom pedagoškom perspektivom rad ukazuje na potrebu
daljnjega razmatranja kako pristupiti oblikovanju optimalnih kurikula. U radu se
sugerira da je upravo zbog različitih društvenih i tehnoloških promjena potrebno
razmišljati o pedagoškim metodama, strategijama i pristupima Montessori
pedagogije, što podržava i potkrepljuje suvremena obrazovna neuroznanost.
Ključne riječi: didaktika; Montessori pedagogija; neurodidaktika; neuroznanost.