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1232 results

Article

Book Review: The Wild Boy of Aveyron by Jean-Marc Gaspard Itard

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1965-1973), vol. 2, no. 3

Pages: 42

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Language: English

ISSN: 0010-700X

Article

Educazione rivolta a tutti. Comenio, Itard, Séguin e Maria Montessori: il ruolo della pedagogia [Education aimed at all. Comenius, Itard, Séguin and Maria Montessori: the role of pedagogy]

Publication: Handicap e scuola, vol. 31, no. 9-10

Pages: 6-8

Children with disabilities, Inclusive education, Jean Marc Gaspard Itard - Biographic sources, Jean Marc Gaspard Itard - Philosophy, John Amos Comenius - Biographic sources, John Amos Comenius - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, People with disabilities, Édouard Séguin - Biographic sources, Édouard Séguin - Philosophy

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Language: Italian

AudioRecording

Folk Tunes and Music of the Masters Adapted for the Classroom

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Abstract/Notes: SIDE A: Band I –– March (Old French Bugle Call) – Run (Russian Folk Tune) – March (Serbian Folk Tune) – Run (Puerto Rican Folk Tune) – March (Jewish Folk Tune) – Run (German Folk Tune) – March (Dutch Folk Tune) – Run (Lithuanian Folk Tune) – March (Soldier's March, Schumann) – Run (Danish Folk Tune) // Band II –– Gallop (Venezuelian Folk Tune) – March (Ukranian Folk Tune) – Run (Pillow Dance, J. Strauss Sr.) – March (from "Carmen", Bizet) – Gallop (Styrian Folk Tune) – March (Hungarian Folk Tune) – Run (from "Orpheus in the Underworld", Offenbach) // Band III –– Slow Walk (French Lullaby) – Gallop (Irish Folk Tune) – March (German Folk Tune, Theme in 4th Movement, Beethoven: Septet Op. 20) – Run (Czech Folk Tune) – Slow Walk (Italian Lullaby) – Gallop (Greek Folk Tune) – March (French Folk Tune, Theme for Variations Suite #5, Handel) – Skip (Swiss Folk Tune) // SIDE B: Band I –– Trot (Ecossaise: Schubert) – Slow Walk (American Lullaby) – Gallop (from: "Fidelio", Beethoven) – March (Polish March Song) – Trot (from: "Trio op. 14 #1", Mozart) – Slow Walk (Basque Folk Tune) – Run-March (English Folk Tune) – Skip (Norwegian Folk Tune) – Slow Walk (Neapolitan Folk Tune) // Band II –– Waltz Step (Portuguese Folk Tune) – Run March (Polish Folk Tune) – Trot (from: "The Masked Ball", Verdi) – Waltz Step (American Cowboy Song) – Gallop (from: Sonatina op. 100, Dvorak) – Slow Walk (The Little Boat: Mendelssohn) – Trot (Finnish Folk Tune) – Waltz Step (Catalonian Folk Tune) – March-Run-March (German Folk Tune) – Slow March (from "Iphigeni En Tauride", Gluck) // Band III –– Polka (American Folk Tune) – Waltz Step (Slovenian Folk Tune) – Skip (Scotch Folk Tune) – Slow March (from: "Caro Mio Ben", Giordani) – Polka (Danish Folk Tune) – March (French Folk Tune, arr. in L'Arlesienne Suite #2, Bizet) – Run (from: Quartet Op. 74 #2, Haydn) – Waltz Step (Czechosolovakian Folk Tune)

Language: English

Article

Itard and Seguin: Forerunners of Montessori

Publication: American Montessori Society Bulletin, vol. 18, no. 4

Pages: 1-14

Early childhood care and education, Early childhood education, Jean Marc Gaspard Itard - Philosophy, Édouard Séguin - Philosophy

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Language: English

ISSN: 0277-9064

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

Book Section

Itard and Séguin: Forerunners of Montessori

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 1-12

Jean Marc Gaspard Itard - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Édouard Séguin - Biographic sources

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Abstract/Notes: Reprint of an article that was originally published in American Montessori Society Bulletin, v. 18, no. 4 (1980).

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Book Section

Itard and Séguin: Forerunners of Montessori

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Jean Marc Gaspard Itard - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Édouard Séguin - Biographic sources

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Abstract/Notes: Reprint of an article that was originally published in American Montessori Society Bulletin, v. 18, no. 4 (1980).

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1981

Edition: 1st ed.

ISBN: 0-536-03647-0

Article

L’educazione degli “ineducabili”: i contributi di Jean Itard, Édouard Séguin e Maria Montessori

Available from: MeTis Journal

Publication: MeTis. Mondi educativi. Temi, indagini, sugestioni, vol. IV, no. 2

Pages: [unpaged]

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Abstract/Notes: In questo scritto si propone un breve excursus storico sullo sviluppo dei metodi e dei materiali educativi per i soggetti con deficit intellettivo, rintracciando alcuni nuclei teorici ed operativi elaborati da tre studiosi: Jean Itard, Édouard Séguin e Maria Montessori, ancora attualmente forieri di arricchenti riflessioni. A partire dall’influenza delle teorie di John Locke e dell’Abbé de Condillac nell’opera pionieristica di Jean Itard, si evidenzia il contributo offerto da Édouard Séguin con la sistematizzazione di un metodo centrato sullo studio individuale del bambino e sull’analisi dei fenomeni fisiologici e psichici nei processi educativi, per poi completare la dissertazione con la significativa rielaborazione critica compiuta da Maria Montessori in relazione in particolare agli aspetti legati all’apprendimento della scrittura e della lettura. A corredo illustrativo dello scritto, si presentano in appendice alcuni dei materiali di sviluppo ideati dai tre studiosi. / In this paper we offer a brief historical overview of the development of methods and educational materials for subjects with intellectual deficit, retracing some theoretical and operational nuclei processed by three researchers: Jean Itard, Édouard Séguin and Maria Montessori, still currently harbingers of enriching reflections. Starting with the influence of the theories of John Locke and de Condillac on the pioneering work of Jean Itard, we highlight Edouard Seguin's contribution whose systematization of a method centered on the study of the individual child and on the analysis of physiological and psychical phenomena in educational processes. Finally, we complete the dissertation with the significant critical reworking by Maria Montessori particularly in relation to the learning of writing and reading. An illustrative appendix shows the most representative learning objects devised by the three researchers.

Language: Italian

DOI: 10.12897/01.00043

ISSN: 2240-9580

Article

Maria Montessori’s Philosophy of Experimental Psychology

Available from: The University of Chicago Press Journals

Publication: HOPOS: The Journal of the International Society for the History of Philosophy of Science, vol. 5, no. 2

Pages: 240-268

Maria Montessori - Philosophy

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Abstract/Notes: Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today.

Language: English

DOI: 10.1086/682395

ISSN: 2152-5188

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