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631 results

Book

Makarenko, Montessori, Korczak: Vorstellungen über den Umgang mit Kindern und Jugendlichen

Available from: Deutsche Nationalbibliothek

Anton S. Makarenko - Biographic sources, Anton S. Makarenko - Philosophy, Janusz Korczak - Biographic sources, Janusz Korczak - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy

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Language: German

Published: Oldenburg, Germany: BIS-Verl., 2008

ISBN: 978-3-8142-1179-4

Series: Oldenburger Universitätsreden , 179

Article

La Scuola dell’Infanzia nel Canton Ticino: Sviluppi Storici et Modelli Pedagogici [The Nursery School in the Canton of Ticino: Historical Developments and Pedagogical Models]

Available from: Universität Bern

Publication: Schweizerische Zeitschrift fuer Bildungswissenschaften / Swiss Journal of Educational Research, vol. 25, no. 2

Pages: 211-234

Europe, Switzerland, Western Europe

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Abstract/Notes: In the Italian speaking canton of Tessin there has been a wide range of pedagogical methods used in pre-school education. Among those are: the «Asilo infantile», «kindergarten», the «Casa dei bambini montessoriana» and the «Scuola materna» models. In the last decade a further and newly defined model has been developed. It is called the «scuola dell’infanzia» or «Childhood school» which has been adopted in the official «Orientamenti prommatici» or «Education Program Guidelines» for the year 2000.The new model aims to combine and harmonise the most outstanding characteristics of the past models into an education process adequately designed to deal with the child’s needs inside the “Scuola dell’infanzia”. It takes into account the child’s verbal and non verbal com-munication, their emotional and affective life, their behaviour and cognitive sphere.The current work describes, through key questions, the steps taken and the reasons which lead to the current «Scuola dell’infanzia». A description of the strengths and a critical view of the still pending challenges is also reported to show where potential improvements are needed. Furthermore a specific list of observation points is given to describe how the school sees its capability to deal with many challenges. Among these challenges are the child’s needs including social needs, the ability of the teaching staff to be at the same wavelength as their educational tasks and the continuity of the education system between the «scuola dell’infanzia» and the Elementary school along with the specific pedagogical tools.

Language: Italian

DOI: 10.24452/sjer.25.2.4661

ISSN: 2624-8492

Book Section

Die Montessori-Bestrebungen im Kanton Zürich [Montessori Endeavors in the Canton of Zurich]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 117-134

Annette Güntensperger - Biographic sources, Europe, Hilde Steinemann-Stahli - Biographic sources, Marianna Augsburger-Käser - Biographic sources, Martha Meyer - Biographic sources, Montessori method of education, Montessori schools, Selina Chönz-Meyer - Biographic sources, Switzerland, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Article

La méthode Montessori dans les écoles primaires du Canton du Tessin [The Montessori method in primary schools in the Canton of Ticino]

Available from: Université Caen Normandie

Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 3, no. 12

Pages: 65-67

Europe, Montessori method of education, Switzerland, Western Europe

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Language: French

Article

Gli asili Montessori nel Canton Ticino [Montessori Kindergartens in the Canton of Ticino]

Available from: HathiTrust

Publication: La Coltura Popolare: Organo dell'Unione Italiana dell'Educazione Popolare, vol. 11, no. 6

Pages: 277-278

Europe, Switzerland, Western Europe

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Language: Italian

ISSN: 0011-2801

Book Section

Die Montessori-Bewegung im Kanton Waadt [The Montessori Movement in the Canton of Vaud]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 107-110

Europe, Gilberte Lowis - Biographic sources, Isabelle Chuat - Biographic sources, Louise Briod - Biographic sources, Montessori method of education, Montessori movement, Switzerland, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Book Section

Die Montessori-Bewegung im Kanton Wallis [The Montessori Movement in the Canton of Valais]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 135-140

Europe, Marianne Oggier - Biographic sources, Marthe Martin - Biographic sources, Montessori method of education, Montessori movement, Montessori schools, Sister Marie-René Rouiller - Biographic sources, Switzerland, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Doctoral Dissertation

Per un'educazione al pensiero complesso Metodo Montessori e Philosophy for Children: connessioni e sconfinamenti

Available from: AMS Dottorato - Institutional Theses Repository (University of Bologna Digital Library)

Comparative education, Montessori method of education, Philosophy for Children

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Abstract/Notes: La presente ricerca, di impianto teorico, si prefigge lo scopo di indagare - all’interno della cornice teorica del problematicismo pedagogico - le connessioni tra due proposte educative che concorrono alla promozione dell’esercizio del pensiero complesso già nell’infanzia: il Metodo elaborato da Maria Montessori e la Philosophy for Children sviluppata da Matthew Lipman. Attingendo alla bibliografia scientifica di riferimento, sia nazionale sia internazionale, e a partire dalle connessioni individuate, si arrischiano sconfinamenti in saperi altri: sostando in ambiti di ricerche, apparentemente lontani, vengono interrogate le teorie dell’apprendimento, i rapporti con le tecnologie, fino al confronto con le interessanti conferme che emergono dalle recenti ricerche neuroscientifiche. La scelta dell’oggetto della ricerca nasce da una riflessione relativa all’emergere di fenomeni di negazione dell’infanzia e dei suoi diritti; ra gli altri, il diritto al pensiero. Sembra necessario richiamare alla responsabilità di accompagnare l’infanzia sulle strade della complessità nella cittadinanza GLocale. In questa direzione, le proposte educative prese in esame sembrano offrire, a partire dall’infanzia, modalità diversificate e divergenti delle esperienze di conoscere, sentire, comunicare alle quali poter attingere come bambini e bambine e nelle successive età della vita. Con il presente lavoro di ricerca, che mi ha vista impegnata in diverse forme per tre ricchi e intensi anni, ho tentato di mettere al centro della riflessione l’esercizio del pensiero che emerge come imprescindibile responsabilità educativa a cui i dispositivi propri del Metodo Montessori e della Philosophy for Children possono contribuire a corrispondere. [The research undertaken for this doctoral thesis - within the theoretical framework of pedagogical problematicism - explores the connections between two educational proposals that contribute to the promotion of the exercise of complex thought already since childhood: the Method elaborated by Maria Montessori and the Philosophy for Children developed by Matthew Lipman. With reference to the scientific bibliography, both national and international, this work matches Learning Theories, Studies on New Technologies and Practices in Education, comparing it with the interesting discoveries that emerge from recent neuroscientific research. It seems necessary to recall the responsibility of accompanying childhood on the roads of complexity in GLocal citizenship and, so, to offer children the tools and times for developing the capacity to think critically, to reason around events, and to undertake constructive relations with the environment and with others. With the present research, which has engaged me in different forms for three richly intense years, I have tried to centre my analysis on the exercise of thought as an indispensable educational responsibility to which the devices of the Montessori Method and of the Philosophy for Children can contribute.]

Language: Italian

Published: Bologna, Italy, 2018

Article

“The Ayn Rand School for Tots”: John Dewey, Maria Montessori, and Objectivist Educational Philosophy during the Postwar Years

Available from: Historical Studies in Education (Canada)

Publication: Historical Studies in Education/Revue d'histoire de l'éducation, vol. 25, no. 1

John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Objectivism (Philosophy) - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.

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Abstract/Notes: Objectivism, the libertarian philosophy established by Ayn Rand during the postwar years, has attracted a great deal of attention from philosophers, political scientists, economists, and English professors alike in recent years, but it hasn’t received much notice from historians with an interest in education. This article will address that problem by discussing how Rand and her followers established a philosophy of education during the 1960s and 1970s that was based, in part, on vilifying the so-called collectivist ideas of John Dewey and lionizing the so-called individualist ideas of Maria Montessori. Unfortunately, the narrative that emerged during this time seriously misrepresented the ideas of both Dewey and Montessori, resulting in a somewhat distorted view of both educators.

Language: English

DOI: 10.32316/hse/rhe.v25i1.4285

ISSN: 0843-5057, 1911-9674

Article

The Montessori Philosophy is a Good Foundation to Education of New Generation

Available from: Directory of Open Access Journals (DOAJ)

Publication: ILIRIA International Review, vol. 8, no. 2

Pages: 227-238

⚠️ Invalid DOI

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Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.

Language: English

DOI: 10.21113/iir.v8i2.447

ISSN: 2365-8592, 2192-7081

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