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Article
Experienced Freedom and Moral Freedom in the Child's Consciousness (part 2 of 2)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 3
Date: 1963
Pages: 9–14
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Language: English
ISSN: 0519-0959
Article
Experienced Freedom and Moral Freedom in the Child's Consciousness [part 1 of 2]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 1/2
Date: 1963
Pages: 7–15
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Language: English
ISSN: 0519-0959
Article
Wolność oczami dziecka – poznawcza reprezentacja wolności w średnim i późnym dzieciństwie [Freedom Through the Eyes of Children – The Cognitive Representation of Freedom in Middle and Late Childhood]
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)
Date: 2018
Pages: 183-207
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Abstract/Notes: The paper presents the results of research on cognitive representation of freedom in middle and late childhood, based on the philosophical and psychological understanding of the issue. The basis of the considerations were classic models of representation: J. Piaget and L. Wygotski, modern models: A. Karmiloff-Smith, K. Nelson, J. Mandler and theory of building the experience of M. Tyszkowa. These theories say that cognitive representation is uniquely human way of gaining knowledge which is connected with continuous redescription of obtained information. The research involved 33 six-year-old- and 31 nine-year-old children. Researchers used the Piaget’s clinical method which was based on a created questionnaire. The children’s task was to provide connotations with the word freedom, paint the freedom and tell about the possibility of making decisions in their relationship with parents.Obtained material (verbal and non-verbal) shows that children use the representations of freedom at the implicit and explicit level. / W artykule zaprezentowano wyniki badań nad poznawczą reprezentacją wolności u dzieci w średnim i późnym dzieciństwie, w oparciu o filozoficzne i psychologiczne rozumienie niniejszej problematyki. Podstawą rozważań były klasyczne: J. Piageta i L. Wygotskiego,i współczesne: A. Karmiloff- Smith, K. Nelson, J. Mandler modele reprezentacji oraz koncepcja budowania doświadczenia M. Tyszkowej. Wymienione koncepcje pozwalają ujmować reprezentację poznawczą w kategoriach specyficznie ludzkiego sposobu zdobywania wiedzy, który polega na ciągłej redeskrypcji posiadanych informacji. Badaniami objęto trzydzieścioro troje dzieci w wieku sześciu lat i trzydzieścioro jeden w wieku dziewięciu lat. Wykorzystana została metoda kliniczna Piageta w oparciu o stworzony kwestionariusz. Dzieci wymieniały skojarzenia ze słowem wolność, przedstawiały ją w sposób graficzny i prezentowały możliwość podejmowania decyzji w relacji z rodzicami. Zebrany materiał werbalny i niewerbalny pokazuje, że dzieci posługują się reprezentacjami wolności na poziomie ukrytym i jawnym.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.183
ISSN: 1896-2327, 2353-7787
Article
Freedom within Limits of Responsibiity
Publication: Montessori NewZ, vol. 40
Date: Dec 2005
Pages: 11
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Language: English
Article
Freedom and Montessori
Available from: ProQuest
Publication: Montessori Life, vol. 19, no. 1
Date: 2007
Pages: 4, 7
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Language: English
ISSN: 1054-0040
Article
Henry's Freedom Box: A True Story from the Underground Railroad
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 3
Date: 2008
Pages: 50-51
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Language: English
ISSN: 1054-0040
Article
Running in Circles: Dilemmas, Uncertainty, and the Freedom to Cope
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 3
Date: Fall 2019
Pages: 28-35
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Abstract/Notes: The school shared its state-of-the-art building with an internationally known Montessori teacher education center and museum. [...]to top it off, in walked my former Montessori trainer, the head of school, and staff members from one of the many foundations that funded the program. With belief statements highlighted during my teacher training such as "the teacher must be quiet and passive" (Montessori, 1967, p. 263) and "the educator does so little actual teaching with the child the center of activity, learning by himself, left free in his choice of occupation and in his movements" (Montessori, 1996/2005, p. 115), I had not, or could not, imagine myself as "the boss" of a classroom. The next day, I limited the lead runners' freedom of movement by providing them work spaces near me and moderated their work choices by offering two or three options I deemed appropriate. While these descriptions exist in part to entice prospective teachers into training programs, they also shape the image of the ideal Montessori teacher, an image many feel determined to fulfill.
Language: English
ISSN: 1054-0040
Article
Freedom, Order, and the Child: Self-Control and Mastery of the World Mark the Dynamic Montessori Method
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 1
Date: Spring 2010
Pages: 38-43
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Abstract/Notes: Today, on almost every continent, there are schools adopting in spirit and practice the ideas of Maria Montessori who ranks with Pestalozzi, Froebel, and Dewey in the field of education. Her approach to early childhood education can be linked to the Thomistic dictum that there is nothing in the intellect which is not first in the senses. In this article, the author discusses the important elements present in the Montessori method, as well as Dr. Montessori's educational aims. An environment with "built in" discipline teaches the small child a great deal about physical self-mastery. It is not the verbal emphasis that abounds in the Montessori method, but the sensory. Dr. Montessori's educational aims were twofold: to help children develop and to help them adapt themselves to the physical conditions of their environment and to the social requirements dictated by the customs of the group in which they live. As the Montessori approach has been modified in every culture in which it is found, some modifications would be necessary in the U.S., but the possibility for the success of such an approach seems unquestionable. Like children everywhere, American children can benefit from what Maria Montessori has offered in the rest of the world.
Language: English
ISSN: 1054-0040
Article
Freedom and Discipline [summary of talk by Shannon Helfrich at national conference, Melbourne, 1997]
Publication: Montessori Matters
Date: Dec 2004
Pages: 10
Australasia, Australia, Australia and New Zealand, Conferences, Oceania
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Language: English
Article
Freedom of Movement
Publication: Montessori NewZ, vol. 43
Date: Sep 2006
Pages: 9
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Language: English