School1 as an institution is an inseparable part of a society. School functions as an educator, helper or creator of our social status. In the history of the development of
education schools went through many reforms with the only goal an improvement of education. Since the second half of the 20th century school has become a predominant factor influencing our lives more than ever before. At that time government, political organs, mass-media, public as well as specialists became involved in the reform as they realized that a new generation should be well educated in order to lead a society to positive changes. The reforms should have adapted current needs and requirements of society such as technical development, democratization of education, statehood and worldliness or kinds of education like general or specialized.
Reform pedagogy between the years 1880 – 1940 was probably the most contributive period in the history of education. Before or after this time there were never so many people involved in so many striking changes. An impulse for the reform was fierce criticism of schools at that time, which were by many people considered as too traditional and conservative. They preferred teacher-centred lessons, intellect over creativity and didactic materialism. The goal of this reform was to achieve a change in education of young people, who would be new “better citizens”. In fact they thought that without reforms of schools it could come to a complete downfall of society.
Probably the most influencing and the most productive were institutions based on the
ideas of M. Montessori, R.Steiner, P. Peterson, H. Lietz, C. Freinet, P. Geheeb, O. Decroly and A.S. Neill, the founder of Summerhill, who was in the late sixties in the USA involved in so called Free School Movement. He was quoted as saying,
"My view is that a child is innately wise and realistic, if left to himself without adult suggestion of any kind, he will develop as far as he is capable of developing” (Young 1990, p.10 quoted in Lange, C. M., & Sletten, S. J. 2002, p.9). This quote aptly depicts
the idea of the revolution in education. However, due to their specificity and uncommonness not all the above mentioned alternative schools lasted for a long
time, because they always had to deal with compromises originated by opponents of the alternative pedagogy.
Nevertheless, if we consider the fact that these schools were established more than fifty years ago, a question arises, why are these schools nowadays still considered
“alternative”, if the principles were successfully verified a half century ago.
2.1 The common features of Alternative Schools
Alternative pedagogy has different forms, as each of the founders recognized their own principles. „Alternative schools and programs have evolved over the years to mean different things to different audiences. However, while succinct, entirely inclusive definitions of current alternative schools and programs are elusive, several characteristics are common among the options currently in existence“ (Lange, C. M.,
& Sletten, S. J. 2002, p. 11). According to Goodson (2005, p. 2) “central to an alternative theory is the focus of investigation upon the individual process of learning.
Each individual pupil exhibits the most positive response in the learning process when the information being dealt with somehow 'meshes' with what he is interested in.“ Rýdl (1994 p. 24 – 27) states that alternative schools are mostly aimed on a pedagogical experience following from needs of a soul and feelings, rather than just nothing says theory and that basic features of alternative schools can be listed under these forms:
individuality, no coercion, unit of play, learning and work, harmony with nature and
society and different kinds of activities that can be adapted to a specific stadium of children’s development. In practice alternative schools employ the following ideas:
Instead of marking, differentiated reports are used to evaluate children’s progress, socialization and schooling.
Maximum amount of three different age groups within one class helps not only with cognitive learning, but also with better social and emotional side of learning.
Traditional 45 minutes lesson is not preferred anymore as well as the separation of subject matter into precise lessons. Typical model of a lesson was especially criticized by M. Montessori, who instead favoured teaching in courses, periods or weekly plans.
Classes are oriented more actively rather focusing on practical activities, which proved to be more effective than the traditional theoretical education.
Alternative pedagogy enables education to be individual; it means that children
can choose whether they want to work individually, in pairs or together in a group.
Children’s movement in a class is not limited by any regulations. For example nobody would ban them to move in the class, during the lessons or in the school building.
Emphasis is put on the development of social relationships. School should function as a family, in the sense of strong social relationship.
Alternative education is not only about children, but parents should also take part in cooperation during educational process at and outside the school.
2.1.1 Four basic principles of alternative education systems
Rýdl (1994, p. 28) summarizes common features into four main principles that can be taken as a basis for general alternative pedagogy.
The first principle stresses freedom for linking theory and practice, learning and work, school and everyday life. Traditional school usually does not link schooling with life and separates mutual connections of life and world into the small units. This basically means that school becomes “unreal unit” with unreal limits. Moreover, traditional school usually splits also students into “good ones and bad ones”. Alternative school avoids making differences between pupils, because underestimating and pigeon-holing can demotivate their whole life. Alternative types of schools give children freedom, self-confidence as well as an opportunity to develop and attain a new experience.
Learning does not become a coercive means, but learning is based on natural desire for acquiring knowledge. In addition to, learning process becomes meaningful only when all senses, brain and hands are involved and it should take place in a friendly environment which secures the biggest efficiency in learning process.
The second principle refers to organization and self-control. According to Rýdl (1994, p.29) alternative schools are small schools, children, parents and all participants have an option to become the controlling part of it. Pupils and teachers create their own school environment and they are not isolated from each other, they do not compete;
there is no negative competition or a lack of trust between classmates or between pupils and teachers.
The third principle is about self-determination and social responsibility.
Ivanenko states (2014, p. 206) that “a personality formed in hierarchical dependence
easily yields to social manipulation, and is not ready for constructive
self-determination and partner collaboration in conditions of freedom.” In contrast, in terms of alternative education, teachers let children do what is natural for them.
Children learn how to express their interests without being compelled to do so. They also start to be naturally emphatic, find diversity in others and build social responsibility that is acquired from human relations.
The last principle concerns nowadays term gender. This problem can be understood in today’s society as an inequality between men and women. For alternative pedagogy this should mean primarily teaching children tolerance and respect between men and women.
2.2 Alternative schools in the Czech Republic
The most widespread schools in the Czech Republic are based on the pedagogy of Maria Montessori and Rudolf Steiner’s “Waldorf School” and then Helen Pankhurst’s Dalton School and Peter Petersen’s Jenaplan School. They are sometimes called
“play school”, because of their methods and organization of work. Their subject matter is usually presented by discussion, plays and different kinds of tasks (Alternativní školy v ČR 2016). All these schools follow the Framework Education Programme for Elementary Education (FEP EE). This means that the key competences and objectives of the elementary education in the Czech Republic are in accordance with the traditional schools even if the methods and forms used to achieve these aims are different.
For this bachelor thesis, the pedagogy of Maria Montessori is described and its practical application in English language classes investigated.