Authors of Their Own Development Montessori school graduates

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