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Article
Adolphe Ferrière, Maria Montessori et l'éducation nouvelle: [segnalazione]
Publication: Orientamenti pedagogici, vol. 1
Date: 1954
Pages: 74-75
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Language: Italian
ISSN: 0030-5391
Article
Una opiníón autorizada, acerca de la obra Montessoriana (carta del eminente profesor y célebre pedagogo Ad. Ferrière)
Available from: ARCA. Arxiu de Revistes Catalanes Antigues
Publication: Montessori: Revista Mensual Ilustrada, vol. 1, no. 2
Date: Feb 1935
Pages: 11
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Language: Spanish
ISSN: 2604-8167, 2604-8159
Book
Changing the Educational Landscape: Philosophy, Women, and Curriculum
Available from: Taylor and Francis Online
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Abstract/Notes: Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education.
Language: English
Published: New York, New York: Routledge, 1994
Edition: 1st
ISBN: 978-1-315-02155-3
Article
Evolution as Philosophy and Action
Publication: NAMTA Journal, vol. 22, no. 1
Date: 1997
Pages: 150-156
Evolution, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)
Language: English
ISSN: 1522-9734
Article
Philosophy and Practice: Primary Considerations for the Implementation of an All-Day Montessori Program
Publication: NAMTA Journal, vol. 18, no. 2
Date: Spring 1993
Pages: 158-174
Child development, Classroom environments, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Challenges Montessori instructors and advocates to address the complex issues of staffing, scheduling, and maintaining a consistency of approach with respect to all-day Montessori instruction. (HTH)
Language: English
ISSN: 1522-9734
Article
Multicultural Dimensions of Montessori: Philosophy and Method
Publication: NAMTA Journal, vol. 15, no. 2
Date: 1990
Pages: 50–64
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Philosophy Statement for the North Avondale Montessori School [Cincinnati, Ohio]
Publication: NAMTA Journal, vol. 22, no. 1
Date: 1997
Pages: 175-84
Americas, Montessori schools, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, North Avondale Montessori School (Cincinnati, Ohio), United States of America
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Abstract/Notes: Presents the guiding philosophy of the North Avondale Montessori School in Cincinnati, Ohio. Discusses foundations of social responsibility, the use of Great Lessons to understand and appreciate the interdependence of all things, the identification and support of children's natural psychological tendencies brought to learning experiences, and the role of the prepared environment. (KDFB)
Language: English
ISSN: 1522-9734
Article
Philosophy, Psychology, and Educational Goals for the Montessori Adolescent, Ages Twelve to Fifteen
Publication: NAMTA Journal, vol. 28, no. 1
Date: 2003
Pages: 107-122
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's "Educational Syllabus," providing clues about the future Montessori adult. Suggests that the emotional dimension of the early adolescent stage might be viewed as the end state for childhood. (Author/KB)
Language: English
ISSN: 1522-9734
Article
Teaching Nature: From Philosophy to Practice
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 1
Date: 2013
Pages: 191-198
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: David Hutchison is an educator and ecologists. In this paper, he suggests how ecological vision can be translated into five aspects of educational practice: the interdisciplinary emphasis, eco-orientation to citizenship, inquiry learning, outdoors acclimatization, and social activism. These five levels of training constitute the holistic preparation for forging new levels of responsibility and sensibility for the natural world in the self-actualized adult. [Reprinted from "The NAMTA Journal" 28, 1 (2003, Winter): 207-218. This paper is adapted from a keynote address at the NAMTA conference titled "Montessori Education for Human Development: The Child in the Natural World," in Chicago, IL October 31-November 3, 2002.
Language: English
ISSN: 1522-9734
Report
The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools
Available from: Vanderbilt University Institutional Repository
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
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Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."
Language: English
Published: Nashville, Tennessee, 2007