For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Kaksi pedagogista elämäntyötä: John Dewey e M. Montessori [The life work of two pedagogues: John Dewey and M. Montessori]
Publication: Kasvatus ja koulu (Jyväskylän Yliopisto. Kasvatustieteiden tutkimuslaitos) [Education and school (University of Jyväskylä. Institute of Educational Sciences)], no. 1
Date: 1953
Pages: 1-13
See More
Language: Finnish
ISSN: 0783-1552
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
Date: 2013
John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Objectivism (Philosophy) - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.
See More
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
John Dewey in the 21st Century
Available from: ERIC
Publication: Journal of Inquiry and Action in Education, vol. 9, no. 1
Date: 2017
Pages: 91-102
John Dewey - Biographic sources, ⛔ No DOI found
See More
Abstract/Notes: John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey's various roles greatly impacted education, and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey's influence on education was evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders & Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners. He was a proponent of student interests driving teacher instruction (Dewey, 1938). With the current educational focus in the United States being on the implementation of the Common Core standards and passing standardized tests and state exams, finding evidence of John Dewey's theories in classrooms today can be problematic (Theobald, 2009). Education in most classrooms today is what Dewey would have described as a traditional classroom setting. He believed that traditional classroom settings were not developmentally appropriate for young learners (Dewey, 1938). Although schools, classrooms, and programs that support Dewey's theories are harder to find in this era of testing, there are some that still do exist. This paper will explore Responsive Classroom, Montessori Schools, Place-Based Education, and Philosophy for Children (P4C), all of which incorporate the theories of John Dewey into their curricular concepts.
Language: English
ISSN: 2159-1474
Article
Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 39, no. 4
Date: 2011
Pages: 235-237
Comparative education, John Dewey - Biographic sources, John Dewey - Philosophy, Maria Montessori - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education)
See More
Abstract/Notes: During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However, as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely, the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’ understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their personal teaching philosophy and understanding of best practices in the field.
Language: English
DOI: 10.1007/s10643-011-0451-3
ISSN: 1082-3301, 1573-1707
Article
John Dewey y María Montessori [John Dewey and Maria Montessori]
Available from: Biblioteca Digital Casa de la Cultura de Ecuador (CCE)
Publication: Revista Ecuatoriana de Educación, vol. 6, no. 23
Date: Sep/Oct 1952
Pages: 3-8
Americas, Ecuador, Latin America and the Caribbean, South America
See More
Language: Spanish
Article
Maria Montessori e John Dewey
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 1, no. 5-6-7
Date: May-Jun-Jul 1952
Pages: 73-74
John Dewey - Biographic sources, John Dewey - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.
See More
Language: Italian
ISSN: 0042-7241
Article
Maria Montessori, John Dewey, and William H. Kilpatrick
Available from: Project Muse
Publication: Education and Culture, vol. 28, no. 1
Date: 2012
Pages: 3-20
John Dewey - Cricism, interpretation, etc., Maria Montessori - Criticism, interpretation, etc., William Heard Kilpatrick - Criticism, interpretation, etc.
See More
Abstract/Notes: This article explores Montessori’s story in terms of her initial warm reception by America to her educational research, and her later cooling off, once Dewey’s student, Kilpatrick, published The Montessori System Examined and declared her work to be based on psychological theory that was fifty years behind the times. I argue that there is a troubling gendered side to Montessori’s story that affected her in significant ways and still lingers and limits her contribution to educational theory, and for my purposes, democratic theory. We recognize Dewey’s significant contributions to democratic theory but not Montessori’s; I hope to help right that wrong.
Language: English
ISSN: 1559-1786, 1085-4908
Article
Maria Montessori et John Dewey sont morts
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Études, vol. 85, no. 274
Date: Jul/Aug/Sep 1952
Pages: 115
John Dewey - Biographic sources, Maria Montessori - Biographic sources, Obituaries
See More
Language: French
ISSN: 0014-1941, 2102-5800
Article
An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori
Available from: International Journal of Instruction
Publication: International Journal of Instruction, vol. 5, no. 2
Date: Jul 2012
Pages: 195–212
Constructivism (Education) - Criticism, interpretation, etc., Jean Piaget - Philosophy, John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., ⛔ No DOI found
See More
Abstract/Notes: What people gain through sensation and cognition make up the individuals’ experiences and knowledge. Individuals benefit from previous experiences when resolving problems. Knowledge is constructed from the meanings one attributes to nature and the environment. In theories, it means that constructers depend on observation and when directly translated, the theory has the meaning of observation. In other words, we construct our own reality with those belonging to our social circle. For us, there is the world and we can’t disregard that; however, the relationship between us and the outside world is a joining as materialistic and structural as in a social environment. In this article, while the foundation of constructivism is being thoroughly analyzed, Vico’s ideas in the 18th century and the neurobiological studies of scientific knowledge have been utilized. In light of constructivist learning, Dewey’s opinion on “Experience and Education”, Piaget’s cognitive schema theory in “cognitive development”, and Montessori’s ideas on “Decentering the Teacher” have been examined. Finally, the ideas of the three names on constructivist learning have been interpreted.
Language: English
ISSN: 1308-1470, 1694-609X
Article
Maria Montessori e John Dewey
Publication: El Comercio
Date: 1952
See More
Language: Italian