Ce mémoire analyse les œuvres Émile ou de l’éducation de Jean-Jacques Rousseau et L’Enfant de Maria Montessori qui captent les approches pédagogies de leurs auteurs. De manière comparative, nous dégageons les points d’intersection et les différences dans leurs philosophies sur l’éducation de la petite enfance (0-12 ans). Ensuite, nous avançons vers le 21ème siècle et nous reprenons les points les plus pertinentes de ces philosophies pédagogies pour la société moderne. Ce mémoire explore également le phénome du bilinguisme et l’expansion de la méthode Montessori, qui est inspirée par le travail de Rousseau, dans le 21ème siècle. Nous soulignons certaines de ses avantages et de ses problèmes. Finalement, nous concluons par les efforts d’adapter « les écoles Montessori » modernes pour préserver les idées principales de la fondatrice et en même répondre mieux aux besoins de l’enfant et de la société au 21ème siècle.
This research study focuses on analyzing the effectiveness of environment-friendly practices and programs in schools on creating environment-friendly habits and raising environmental awareness of elementary school students. We select two different elementary schools in Colorado Springs and survey students aged between 7 and 11 years old. We use the Seemingly Unrelated Regressions (SUR) model to analyze our data. The results show that the school with stronger environmental program and focus does have a relevant positive impact on the environment conscious answers to questions in the student survey. Interestingly, we also find that students’ age and gender seem to have no significant impact on students’ answers.
This research study focuses on analyzing the effectiveness of environment-friendly practices and programs in schools on creating environment-friendly habits and raising environmental awareness of elementary school students. We select two different elementary schools in Colorado Springs and survey students aged between 7 and 11 years old. We use the Seemingly Unrelated Regressions (SUR) model to analyze our data. The results show that the school with stronger environmental program and focus does have a relevant positive impact on the environment conscious answers to questions in the student survey. Interestingly, we also find that students’ age and gender seem to have no significant impact on students’ answers.
This research study focuses on analyzing the effectiveness of environment-friendly practices and programs in schools on creating environment-friendly habits and raising environmental awareness of elementary school students. We select two different elementary schools in Colorado Springs and survey students aged between 7 and 11 years old. We use the Seemingly Unrelated Regressions (SUR) model to analyze our data. The results show that the school with stronger environmental program and focus does have a relevant positive impact on the environment conscious answers to questions in the student survey. Interestingly, we also find that students’ age and gender seem to have no significant impact on students’ answers.
