Abstract/Notes: In 2006, the number of Montessori schools around the globe was estimated to be 22,000 (AMI, 2006). Although the Association Montessori Internationale (AMI) reported in 2020 that Montessori schools exist in 148 countries, an up-to-date analysis of the global spread of Montessori education does not exist. A U.S. Montessori census exists and has become a valuable resource, but it does have extensive international coverage. Other progressive organizations like International Baccalaureate and Waldorf maintain counts and listings of their international schools which are available to families, educators, researchers and policymakers. This paper represents an analysis of a newly created database developed through a collaborative international effort to provide a comprehensive and publicly available accounting of Montessori around the world.

Language: English

Presented: San Diego, California: American Educational Research Association Annual Meeting, 2022

Abstract/Notes: This was ultimately published in 'The 40th Anniversary of the UNESCO Institute for Education' (1992). Likely delivered in Italian, it is reprinted in English and German.

Language: Italian

Presented: Wiesbaden, Germany: Preliminary Meeting of the Governing Board of the UNESCO Institute for Education, Jun 19, 1951

Language: English

Presented: Hershey Farm School: Orientation to Montessori Adolescent Training, Jul 2014

Language: English

Language: English

Presented: Hershey Farm School: AMI/NAMTA Orientation to Adolescent Studies, Jun 30, 2014

Language: English

Language: English

Presented: Huntsberg, Ohio: AMI/NAMTA Orientation to Adolescence, Jun 2014

Abstract/Notes: The term discipline weaves together, through its etymology and use, both learning and regulation, suggesting that one cannot be achieved without the other. It is in this sense, that Dr Maria Montessori applied the term as she designed her distinctive pedagogy during the first half of the twentieth century. Her aim was for children to regulate their activity and their attention through interaction with meticulously designed objects combined with precise language, including the language of educational disciplines. What distinguishes Montessori pedagogy is that children’s liberty is identified as both the means and the end of this regulation. Liberty and discipline were considered by Dr Montessori (1998 [1939], p. 41) to be ‘two faces of the same coin, two faces of the same action’. Montessori’s emphasis on liberty locates her pedagogy in the Enlightenment tradition, but her simultaneous emphasis on discipline, in both senses, reveals an orientation out of step with the tradition of Rousseau, the tradition which remains in the foreground whenever pedagogy is linked with the legacy of the Enlightenment. This paper presents Montessori’s pedagogy of liberty and discipline as one realisation of another, less visible, Enlightenment tradition. This tradition comes into clearer view when human development is perceived as socially, and therefore, semiotically, mediated (Vygotsky 1986 [1934]) and pedagogy is perceived as discipline knowledge embedded in a regulating social order (Bernstein 2000).

Language: English

Presented: University of Sydney, Sydney, Australia: Disciplinarity, Knowledge and Language (Symposium), Dec 2008

Language: English

Presented: San Diego, California: AMS Fall Conference 2010, Oct 22-25, 2010

Language: English