Language: English

Language: English

DOI: 10.13128/Studi_Formaz-25577

ISSN: 2036-6981

Abstract/Notes: This paper looks at the professional profile of the Montessori-trained teacher, as educated at the college devised by Maria Montessori and founded in the 1950s by one of her closest pupils, Adele Costa Gnocchi. The Montessori assistant was a professional figure specially trained to aid the birth process and the “mental” needs of the protagonists involved, referring specifically to the child. In this respect, the paper also looks at the subject of education from birth, starting with Montessori’s earliest ideas on new-born children and their creative capabilities. The purpose is to recover the scientific foundations on which the pedagogical practices usually applied by childhood services are based, with the awareness that these consolidated practices need strengthening and a scientific foundation – including on an historical level – in order to contribute to qualifying services for early childhood. Through specific methodological qualification, above all with regard to Montessori’s methods, as well as by placing more valid historical importance on the paths they began, early childhood services may even be able to move in the direction of possible institutionalised training.

Language: English

DOI: 10.13128/Studi_Formaz-18568

ISSN: 2036-6981

Abstract/Notes: This paper suggests a post-modern curriculum reform in art education by examining elements of math and art that are congruent. The paper does not suggest that one discipline or the other is more significant. Three curricular domains are considered: the ideal, the instructional, and the operational by reviewing a range of materials from those generated by philosophers such as Edmund Husserl to those created by educational theorists. A shared web of meaning (Doll, 1993) emerges from the consideration of historic documents and events in both disciplines. Suggested ways to begin to restructure and coordinate math and art curricula include: inspection of the content areas for congruent elements; examination of older curricular models for related theory and materials; and review of the developmental bases for creating operational curricula in both disciplines. Brigham (1989), D'Amico and Ostrander (1940), Hurwitz and Day (1991), and a curriculum by Ware and Hooe (1907) are examined for the math and art coordination. Bruner, Lowenfeld, Piaget, and other developmental theorists' writings about learning in art and geometry are explored. A selection of curricula are inspected for math and art relations. The integration of math and art activities in art classes shows potential for complementary learning in both disciplines.

Language: English

DOI: 10.2307/1320488

ISSN: 0039-3541, 2325-8039

Abstract/Notes: Le rivoluzioni scientifiche dei primi decenni del Novecento misero in discussione i principi del paradigma classico della scienza e della natura. Maria Montessori comprese in profondità queste rivoluzioni, e intuì la necessità di un nuovo paradigma, capace di superare il modo di pensare per dicotomie (oggetto/soggetto, mente/corpo, organismo/ambiente, specie/ecosistema, natura/cultura, res cogitans/res extensa). Anticipò nella sua teoria e nella sua azione pedagogica e sociale i lineamenti di una epistemologia relazionale, sistemica ed evolutiva, che avrebbe poi conosciuto un pieno sviluppo a partire dagli ultimi decenni del secolo: un’epistemologia della complessità, all’interno di un orizzonte umanistico planetario. È questo l’orizzonte epistemologico e umanistico nel quale, con coraggio e immaginazione, Maria Montessori delineò la sua idea di «bambino cosmico» e di «educazione cosmica», e nel cui specchio oggi possiamo rileggere e rigenerare la sua idea. [The scientific revolutions of the early decades of the Twentieth century challenged the principles of the classical paradigm of science and nature. Maria Montessori deeply understood these revolutions, and realized the need for a new paradigm, able to overcome the thinking by dichotomies (object/subject, mind/body, organism/environment, species/ecosystem, nature/culture, res cogitans/res extensa). She anticipated in her theory and in her pedagogical and social action the features of a relational, systemic and evolutionary epistemology, which would later have developed starting from the last decades of the century: an epistemology of complexity, within a planetary humanistic horizon. This is the epistemological and humanistic horizon in which, with courage and imagination, Maria Montessori introduced her idea of a "cosmic child" and "cosmic education", and in whose mirror today we can reinterpret and regenerate her idea.]

Language: Italian

ISSN: 2036-6981

Language: Polish

ISSN: 1233-6688, 2719-6984

Abstract/Notes: The mindfulness practice in recent years showed to make numerous beneficial effects in adult people. In actual times, It also begins to study it, although with no little difficulty, as a valuable aid in the development of children. Starting with a definition of mindfulness and a description of the main research in education and for adult population, and more recently, for children in pre-school age, the aim of this study was to show, through a comparison , the remarkable similarity between Montessori's method and mindfulness practice. Some aspects, such as the growing attention and to preferring experiences of sensorimotor integration, seem in fact to make the Montessori method as a system that naturally incorporates practices of awareness particularly suitable for younger children. And this thanks to a vision of what might be called a holistic education that deals with the development of the "whole" small people being addressed.

Language: Italian

DOI: 10.13128/Studi_Formaz-18020

ISSN: 2036-6981

Abstract/Notes: This article present some observations about the Montessori's conception of science, indicating the centrality and the evolution in her pedagogy.

Language: Italian

DOI: 10.13128/Studi_Formaz-18019

ISSN: 2036-6981

Abstract/Notes: From peace education to culture of peace: context and issues

Language: English

DOI: 10.13128/Studi_Formaz-13492

ISSN: 2036-6981

Language: Italian

DOI: 10.13128/Studi_Formaz-12035

ISSN: 2036-6981